Tesis sobre el tema "Cognitive distance"
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簡國治 y Kwok-chee Joshua Kan. "Cognitive distance scaling methodologies: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208629.
Texto completoKan, Kwok-chee Joshua. "Cognitive distance scaling methodologies : a comparative study /". [Hong Kong] : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12434401.
Texto completoVann, Bugmann Davi. "Retrieval, action and the representation of distance in cognitive maps". Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2301.
Texto completoRaap, Eric R. "The Influence of Spatial Distance Priming on Test Anxiety and Judgments". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1238.
Texto completoMiller, Benjamin Alan. "Distance Effects in Similarity Based Free Categorization". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/238.
Texto completoRocci, 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.
Texto completoThesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.
Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners". Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
Texto completoSotsky, Vladislav. "Représentation ergonomique d'informations pour la formation à distance (FAD)". Université Louis Pasteur (Strasbourg) (1971-2008), 2007. https://publication-theses.unistra.fr/restreint/theses_doctorat/2007/SOTSKY_Vladislav_2007.pdf.
Texto completoThe thesis on ergonomic presentation of information for e-Learning introduces a panorama of works in the three main areas: ergonomics, web design for e-Learning and cognitive psychology applied to the presentation of information on the screen. The multidisciplinary approach allowed to examine the correspondence of the man-machine interface to the ergonomic criteria and to explain the cognitive processes which determine the behaviour of the users, their choice of the strategy of the information research and the features of its interpretation. The theoretical part of the research is dedicated to the aspects of design and usage of web sites for e-Learning purposes and to the questions of evaluation of their effectiveness. The methodology of evaluation suggested in this context is used in the experimental part whose purpose is to show the role of the human factor during the evaluation of the effectiveness of the means of study made available to the users
Sotsky, Vladislav Keith Bernard Monakov Vladimir. "Représentation ergonomique d'informations pour la formation à distance (FAD)". Strasbourg : Université Louis Pasteur, 2007. http://eprints-scd-ulp.u-strasbg.fr:8080/secure/00000810/01/SOTSKY2007.pdf.
Texto completoRuiz, Dominguez German Alonso. "Caractérisation de l'activité de conception collaborative à distance : études et effets de synchronisation cognitive". Grenoble INPG, 2005. http://www.theses.fr/2005INPG0137.
Texto completoCo-operation is an important issue in design teams. Concurrent engineering made that the industrial organisations evolve from a sequential approach to an integrated approach to carry out their design processes. Thus design processes are carried out more and more in a distributed way, where designers are in different places. To study these problems, this thesis anal yzes the distributed design activity. Ln particular it sticks to the characterization of design activities and the modelling of shared understanding phenomena through objects. From results two proposals are made : on one hand, a model of activity which takes into account the collective and cognitive aspects of design, and on the other hand, a framework for the anal ysis and the development of support tools for the collective activity of design
Barrett, Elizabeth Ann. "The effects of second language proficiency and linguistic distance on cognitive abilities in bilingual children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4722941X.
Texto completopublished_or_final_version
Speech and Hearing Sciences
Doctoral
Doctor of Philosophy
Recker, Kara Marie. "How do young children and adults use relative distance to scale location?" Diss., University of Iowa, 2008. http://ir.uiowa.edu/etd/23.
Texto completoJiga-Boy, Gabriela-Maria. "Adaptative thinking about the future : temporal construal, health-related behaviour and perceived temporal distance". Grenoble 2, 2008. http://www.theses.fr/2008GRE29032.
Texto completoThis thesis investigated a "functional paradox" between the importance we ascribe to being future-oriented in order to function efficiently and the quality of our future outlooks. The underlying processes signal that one is most of the time wrong when predicting future behaviours. We explored the way individuals construe future events and act on the basis of these representations (Chapter I). Drawing on construal level theory (Liberman & Trope, 1998), we first replicated the relationship between temporal distance and concrete/abstract construal of future events (Chapter II). Next, we failed to characterize construal of health-related behaviour using this pattern. These events were construed more concretely/abstractly irrespective of temporal distance of their enactment. We further investigated the factors shaping construal level and found that it varies with the personal relevance of information, the individual’s goals, and the goal-related actions he (she) is engaged in (Chapter III). Finally, in order to situate our actions in time, we explored how individuals perceive temporal distance to future events (Chapter IV). We found that effort to be invested in a future event shapes the perception of when the event happens: more effortful events are felt to be happening earlier than less effortful events. Overall, the findings reported in this thesis bring information about what underlies our future outlooks. They suggest that the way we represent our future actions is grounded in their personal context – in other words that our interests, motivations, and actions' personal relevancies shape the concreteness of our future actions’ construal
Colt, Diana Lynn. "Cognitive presence among mathematics teachers an analysis of tasks and discussions in an asynchronous online graduate course /". Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/colt/ColtD0508.pdf.
Texto completoMills, Jodi J. "A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course". UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/8.
Texto completoMorley, Lorraine. "Testing for the effects of organisational and individual cognitive-distance in small business and creative industries innovation partnerships". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74203/.
Texto completoCorbin, Sierra Fontaine. "Keeping Your Friends Close: Perceived Distance as a Function of Psychological Closeness". University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1497502217239512.
Texto completoPecot, Fabien. "Consumers’ responses to brand heritage : cognitive and affective paths". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM1083.
Texto completoThis doctoral thesis explores brands’ representations of the past and their effect on consumers in the theoretical framework of temporal distance. What happens when a brand indicates its founding date on a packaging ? Or puts forward its history on its website ? Or uses its founder as the central character in an advertising campaign ? This thesis aims to qualify this phenomenon, to better understand it, and to measure its cognitive and affective effects on consumers. The first part of the dissertation situates this phenomenon with regards to existing research on the role of time in marketing, and most particularly, to the research relating to the past such as retrospective branding, nostalgia, authenticity and the commodification of the past. The second part details two qualitative and five quantitative empirical studies whose results : 1) suggested a new scale to measure the perception of brand heritage, 2) demonstrated that brand heritage increases temporal distance between the brand and its consumers, 3) showed that brand heritage is associated with cognitive benefits although causality is not assessed, and 4) proved the effect of brand heritage on brand attachment for familiar brands. Those results contribute to the research on temporality in brand management, on the concept of brand heritage and its measurement, on the cognitive and affective consequences of brands’ representations of the past, and on the temporal distance on the past
Ninan, Abraham. "What are the roles of networks and clusters in the operation of an industry? The case of Queensland music". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16090/1/Abraham_Ninan_Thesis.pdf.
Texto completoNinan, Abraham. "What are the roles of networks and clusters in the operation of an industry? The case of Queensland music". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16090/.
Texto completoRiss, Luciana Aita. "Aceitação do ensino a distância: um estudo com alunos do PNAP/UAB da Universidade Federal de Santa Maria". Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/4608.
Texto completoCom o crescimento do ensino a distância no Brasil, dois temas são recorrentes: a democratização do acesso ao ensino superior e a necessidade da formação das pessoas, como fator para a qualificação profissional. Observa-se que a efetivação dos benefícios esperados com a implementação do ensino a distância nas instituições de ensino depende da aceitação desta inovação pelos alunos. Neste contexto, a compreensão da aceitação individual do ensino a distância fornece subsídios importantes para identificar potenciais resistências. Dessa forma, este estudo teve como objetivo geral diagnosticar os fatores que influenciam os alunos a aceitar o ensino a distância. Para tanto, foi averiguada a aceitação do ensino a distância utilizando a escala de Lee (2010) e aplicada a escala de Kirton (1976) para verificar o estilo cognitivo dos alunos. Foi conduzida uma pesquisa do tipo survey, com 236 alunos do Programa Nacional de Formação de Administração Pública da Universidade Federal de Santa Maria e utilizou-se a Modelagem de Equações Estruturais como técnica principal para a análise dos dados. O modelo de Lee (2010) mostrou-se adequado para compreender a aceitação do ensino a distância, pois a Análise Fatorial Confirmatória apresentou bons índices de ajuste. Para responder as hipóteses do estudo, foi realizada a Modelagem de Equações Estruturais com a amostra total. Das treze hipóteses propostas, oito foram confirmadas: a utilidade possui relação com a confirmação; facilidade influencia a utilidade; confirmação possui relação com a satisfação; utilidade possui relação com a atitude de uso; facilidade possui relação com atitude de uso; diversão possui relação com a atitude de uso; satisfação influencia a atitude de uso; e a relação de dependência entre concentração e atitude de uso é negativa.
Lamraoui, Zoubir. "L'impact de la nationalité des acquéreurs sur la performance des sociétés cibles : les acquisitions internationales vues à travers les théories disciplinaire et cognitive de la gouvernance". Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOE006.
Texto completoThe presence of foreign acquirers in the capital of listed companies raises many questions for academic research. The studies that have been conducted to date rarely generate conclusive findings about the impact of foreign investors on the performance of listed targets. This is why we sought to get a better understanding of the role of the nationality of acquirers in the light of theories of corporate governance. Based on a synthetic approach to corporate governance, we have sought to understand, on the one hand, changes brought by the foreign acquirer in the corporate governance system of the target firm under the disciplinary view : change in size, independence, CEO duality, presence and chair of the board of directors; on the other hand, we examined, under the cognitive approach, the cultural differences as an amplifier of cognitive costs. Our study focuses on acquisitions in the United States over the period 1994-2008, carried out by foreign or domestic acquirers. The foreign acquirers considered in our study are the French, German and Japanese acquirers.Our results show that the level of involvement of foreign acquirers in the corporate governance of the target, results in various changes in the corporate governance of the target firms. Our results suggest also, for the cognitive dimension of corporate governance, that the cultural distance between the two partners and the departure of top management, influence the performance of the target firms. We found also that the domestic acquirers (U.S acquirers) improve performance of the target firms after acquisition more than foreign acquirers considered in our study. In terms of nationalities, we show that the acquirers of Japanese nationality influence negatively the performance of their targets. The French acquirers are the ones who brought the most important changes into the disciplinary governance ; at the cognitive governance level, they implement an important transfer of knowledge to their targets firms
Santos, Thays Fernanda Silva dos. "PERSPECTIVAS DA TEORIA DAS INTELIGÊNCIAS MÚLTIPLAS PARA A EDUCAÇÃO A DISTÂNCIA: uma análise do curso de Licenciatura em Pedagogia do NEAD-UFMA". Universidade Federal do Maranhão, 2014. http://tedebc.ufma.br:8080/jspui/handle/tede/60.
Texto completoThis research is based on the theory of Multiple Intelligences and the implications of its trajectory development for Distance Education. The main objective of the study is to understand how human intellectual competencies are being stimulated and combined in the context of Distance Education to foster teaching and learning methods capable of developing different skills. In order to carry out this analysis, procedures guided by a quantitative methodology with some qualitative treatment were used with a descriptive and interpretative orientation. From a conceptual standpoint, the study starts with the measurement/evaluation of behavioral and/or social-affective variables that could be measured, compared and/or related during the course of the empirical research, and also, the use of validated and standardized questionnaires through the sampling technique of simple random probability. Thirty-five Pedagogy Teaching Degree Distance Education students of the Federal University of Maranhão (NEAD-UFMA) took part in the study that sought to investigate students cognitive profiles and technological competence domains as well as explore an array of exercises proposed by their teachers in Moodle environment through the use of note taking and inquiry techniques. Results obtained revealed the existence of some heterogeneity in the average score of self-identification with students' multiple intelligences from the sampling, however, although no dominance of any particular intelligence was found by applying the Multiple Intelligences Check-List, higher averages for self-identification scores of linguistic and intrapersonal intelligences were found by applying the Iconic Questionnaire. The analysis of activities in the Moodle revealed that, despite the myriad of possibilities of tasks afforded by the environment, the linguistic and logical-mathematical intelligences are the most valued ones in the Distance Education context analyzed. Furthermore, it was possible to perceive that parameters deployed by the teachers to assign grades to students are limited to reading, writing and logical problems solving skills.
Esta pesquisa tem por base a teoria das inteligências múltiplas e as implicações da sua trajetória de desenvolvimento para a Educação a Distância. O objetivo maior do estudo é o de entender a maneira como as competências intelectuais humanas estão sendo estimuladas e combinadas no contexto da EaD, produzindo outras formas de ensino-aprendizagem capazes de fomentar diferentes habilidades. Para a realização desta análise, foram utilizados procedimentos pautados numa metodologia quantitativa com algum tratamento qualitativo, de caráter descritivo e interpretativo. Do ponto de vista conceitual, a pesquisa partiu da medição/avaliação de variáveis comportamentais e/ou socioafetivas passíveis de serem medidas, comparadas e/ou relacionadas no decurso da investigação empírica e, também, da aplicação de questionários válidos e estandardizados através da técnica de amostragem probabilística aleatória simples. Participaram do estudo 35 (trinta e cinco) acadêmicos do curso de Licenciatura em Pedagogia do Núcleo de Educação a Distância, da Universidade Federal do Maranhão (NEAD-UFMA) e, por meio da técnica de notação e inquérito, buscou-se traçar o perfil cognitivo e as competências de domínio tecnológico dos estudantes bem como explorar uma variedade de exercícios propostos pelos professores no ambiente Moodle para a promoção da aprendizagem dos discentes. Os resultados obtidos revelaram a existência de certa heterogeneidade na média dos escores de autoidentificação com IM dos estudantes que formaram a amostragem. Todavia, apesar de não haver dominância de nenhuma inteligência particular com a aplicação da Lista de Conferência das Inteligências Múltiplas, constatou-se maiores médias para os escores de autoidentificação das inteligências linguística e intrapessoal com o emprego do Questionário Icônico. Já o exame das atividades realizadas no Moodle revelou que apesar das inúmeras possibilidades de tarefas que o ambiente admite, as inteligências linguística e lógico-matemática vêm sendo, entre outras capacidades, as mais valorizadas na EaD. Ademais, pôde-se perceber que o parâmetro adotado pelos professores para atribuir notas aos alunos é resumido em termos de habilidades de leitura, escrita e solução de problemas lógicos.
Smith, Peter John Brenchley y mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces". Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
Texto completoCalvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy". The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.
Texto completoSuzue, Kazuhiro. "The Cognitive Diversity-creative Performance Relationship and the Mediating Effect of Power-distance Orientation: A Study of Japan-based Organizations in the U.S". Thesis, The Chicago School of Professional Psychology, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=13903564.
Texto completoYong, Ping. "Analyse et implémentation d'un université virtuelle d'enseignement du français pour des apprenants chinois à partir d'une modélisation cognitive". Besançon, 2005. http://www.theses.fr/2005BESA1015.
Texto completoIn language teaching, after teaching at a distance, we have had computer-assisted teaching, but both have always remained within the category of auto-formation. We used to speak of a man-machine kind of interaction because the learner worked in front of a screen. Now, however, we have reached the era of internet, where all communication can be realised on the web because instant transmission (‘live' via broad-band) of images and sound is possible. Limits of both time and distance have been eliminated. We may therefore redefine auto-formation and broaden the meaning of teaching at a distance. The idea for our thesis came from two observations, the first one being that internet now allows the instant transmission of text, sound and images, and is, moreover, the most reliable and least costly method of communication. The second is that the Chinese are today keen on learning foreign languages, including French. The idea then came to us of attempting to combine modern technology with a teaching method adapted to Chinese learners, who on the one hand are used to a non-alphabetical writing system, and a pedagogical system depending very much on memorization, and on the other hand, possess a culture quite different from Europeans. In the first section, we study different aspects of memory particularly its links with mother tongue learning and with foreign language learning. We also try to identify the psychological phenomena related to these learning activities. Regarding the memory system of a computer, we have also tried to find out how one might create links around a virtual teaching environment. Thus, for the content of our lessons, we propose a compromise between a teaching method respecting its own principles and the propensity of the Chinese for learning things by heart. The second section shows that if our university is virtual, the learners are nonetheless real. These learners are living human beings, and we must help to motivate them: autonomy should encourage them to advance neither too fast nor too slowly, while their freedom must not be a pretext for skipping any part of the course. The virtual university must thus be permanently present, giving advice, encouragement, orientation, self-evaluation and even exams; the learners should also participate in forums and chats. These new learners also need to be reassured, to be made to feel that there is a logical sequence in their course, be made aware of the common points between the cultures of the two countries and their differences. All these gains should then be integrated into the structure of a teaching method that is necessarily new. Internet allows us to put an entire vocabulary and a variety of syntactic forms on line, but it is still important to ensure that the lessons are short and lively and highlight French culture and living style. We have exploited the functions of the web as far as possible in building our virtual university, even though at the moment it only runs on Localhost. After a welcome portal and the main entry, it is necessary to consider not only the different operational elements but also the juridical and commercial aspects. In this thesis, we have developed various points, which seem to make a particular contribution to on-line teaching: phonetics, conversation, vocabulary, current expressions, re-use and memorization through specially adapted exercises. Finally, we present a few preliminary model-lessons (that probably need to be improved) in order to give readers a clearer idea of our objective. We also present the result of an attempt at evaluation, although it is unfortunately inconclusive, due to low participation in the questionnaire. We have drawn on a few actual French as a Foreign Language methods as well as dictionaries in establishing our database. We wished to make full use of the functions available on internet, thus one example of each activity has been inserted into the site. Memory, psychological effects, interaction, and the communal life of a virtual society where all communication is carried out through internet tools (e-mail, forums and chats) are but a few of the subjects that remain to be explored
Harrison-Hill, Tracey y n/a. "Implications of Long Haul Travel on the Marketing of International Tourism". Griffith University. School of Tourism and Hotel Management, and School of Marketing and Management, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060104.134512.
Texto completoHarrison-Hill, Tracey. "Implications of Long Haul Travel on the Marketing of International Tourism". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366395.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Tourism and Hotel Management
Griffith Business School
Full Text
Millarhouse, Alexandra Z. "What’s In Your Body Of Water? Reducing The Psychological Distance Of Pharmaceutical Pollution Through Metaphor In Risk Communication". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/767.
Texto completoGarletti, Agnès. "Instrumentation du tuteur distant, par l’intermédiaire d’une typologie théorique des habiletés cognitives, afin d’identifier les stratégies cognitives de l’apprenant singulier d’un niveau A2 de français langue étrangère en compréhension écrite au sein d’un dispositif hybride de formation". Thesis, Le Mans, 2013. http://www.theses.fr/2013LEMA3007/document.
Texto completoA Given that in his perception activities in university Online teaching and learning environments, the tutor has difficulty in detecting cognitive strategies that cause a blockage and which requires specific instrumentation for visualize the cognitive activity of the learner in his mediated learning path, our research objective is to instrument an On-line tutor for this actor with hybrid training on the UMTICE platform that can identify the cognitive strategies in the individual French as Foreign Language learner’s written comprehension. This research problem gives rise to two research hypotheses, first for the design of a theoretical typology of cognitive abilities in order to name the cognitive strategies that this learner could use when performing written comprehension tasks, and second to qualify the use of our tool by the On-line tutor in his perceptual cognitive identification function during the experiment that took place in a particular course at the CIEF of University Lumière Lyon 2
Le, Thanh Thuan. "Rôle de la convergence oculomotrice dans le contrôle de la posture". Phd thesis, Université Pierre et Marie Curie - Paris VI, 2008. http://tel.archives-ouvertes.fr/tel-00812531.
Texto completoLeclet, Dominique. "Environnements Interactifs d'Apprentissage dans des contextes professionnels : Des Tuteurs Intelligents aux Systèmes Supports d'Apprentissage à Distance". Habilitation à diriger des recherches, Université de Picardie Jules Verne, 2004. http://tel.archives-ouvertes.fr/edutice-00001474.
Texto completoDe plus notre pratique d'enseignant et de tuteur dans des formations à distance, doublée du constat de l'isolement des apprenants et leur besoin de collaborer, nous a amenées, depuis 2000, à nous interroger sur la place de l'apprentissage collectif et/ou personnalisé dans un dispositif de FAD. En effet, ces dernières sont souvent considérées comme la diffusion de connaissances et de contenus . Dans ce type de dispositif, les interactions s'établissent surtout entre « contenus médiatisés et apprenants » au détriment de la relation « enseignant - apprenant » . C'est pourquoi, nous pensons que ces apprentissages à distance doivent, d'une part, être l'occasion de mettre en œuvre une pédagogie différente et plus active, et d'autre part, reposer sur une analyse des besoins des usagers, à partir de laquelle sont conçues des activités pédagogiques adaptées et ce dans un contexte transdisciplinaire. Nous avons alors proposé une méthodologie de conception participative centré sur l'usager. Des questions pédagogiques sont alors sous-jacentes, notamment : comment lier un apprentissage collectif et personnalisé ? Quels modes d'activités est à proposer pour favoriser ces types d'apprentissage ? Quelle est la place réservée aux outils de FAD ? Comment les enseignants produisent leurs activités pédagogiques et leurs ressources ? Ou bien encore, des scénarios à priori sous-jacents aux activités pédagogiques existent-ils ? Ces questionnements ont orientés notre recherche vers la conception des systèmes supports d'apprentissage à distance alliant une approche collective et personnalisée et vers la conception d'outils d'aide à l'enseignant.
Santos, Elaine Maria dos. "Avaliação da influência dos estilos cognitivos no perfil do aluno de educação a distância". Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-07042008-132330/.
Texto completoWith the significant increase in Distance Learning (DL), a new concern arises: the validation of programs\' quality standards and students\' learning. A promising alternative is the design of more customized programs for which purpose it is necessary to learn about students\' individual preferences, and one of the tools that can be used is the identification of cognitive styles. Hence, this study aimed at evaluating the influence of cognitive styles on the profile of students in DL programs. An exploratory descriptive investigation was conducted for better acquaintance with the problem and the possibility to describe the cognitive style phenomenon in DL by using a translated psychometric instrument. The sample consisted of 103 students from the Business Administration, Financial Management and Information Technology DL programs. The results confirmed that students have different cognitive styles, which reinforces the need for more individualized programs with diversified learning strategies that respect and value students\' individual characteristics. Implications of the findings as well as the significant differences between cognitive styles and the profiles of students from the three programs studied are discussed.
Voegele, Janelle De Carrico. "Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.
Texto completoQi, Wang. "Studies in the Dynamics of Science : Exploring emergence, classification, and interdisciplinarity". Doctoral thesis, KTH, Industriell ekonomi och organisation (Inst.), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-184724.
Texto completoQC 20160406
Rath, Victoria. "An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5451.
Texto completoPh.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
ASFORA, Silvia Cauás. "Fatores condicionantes da relação entre indivíduos e a Iead: hipercultura, atitudes, desempenho e satisfação". Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17166.
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A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade)
Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).
Sebastião, Márcia Pereira. "Fatores de usabilidade em ambiente de educação a distância: estudo exploratório do ambiente virtual de aprendizagem do curso de Mediação de Conflitos Socioambientais da Fundação do Desenvolvimento Administrativo do Governo do Estado de São Paulo". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18231.
Texto completoThe e-learning has had an important role in contemporary education scenario in national and global. As experience grows with the systematic use of Virtual Learning Environments, problems arising from such use have been reported. Often, related to such factors as: a) the enormous amount of information that needs to be managed and at the same time, be available for teachers and students, b) the interactions between the various participants in the process, c) the difficulty of understand that the activities of others have a direct impact on their own activities. Therefore, there is a need for care related to the quality of interactions available in the Web Thus, developing an interface with an ease of navigation and interaction is crucial for the smooth running of courses developed in the e-learning. To this scenario, this research aims to investigate the usability of the application sites in e-learning, aiming to improve user interaction with the interface. Thus, the method used for data collection consists of: application of heuristic analysis, thematic content analysis of semi-open questionnaires applied of intertext harvested in the Community Course in screen: Curso de Mediação de Conflitos Socioambientais. The analysis of data collected was interpreted in the light of the following theoretical framework: the e-learning (historical, philosophical concepts, approaches educacioanis), cyberspace, usability and accessibility of digital devices and interfaces (heuristic analysis of Nielsen, CC-9 Resolution of the Government of State of São Paulo, 2005). The study demonstrates the usability of devices and digital interfaces as a key to the successful development of online courses. The analysis of interfaces in e-learning courses is of great importance, since the problem of non conductive interfaces, difficult learning and memory, and with high incidence of errors, tends to negatively impact the user. More than the ix technological sophistication, it is the serious study of the usability of the environment in question
A modalidade de Educação a Distância (EaD) tem tido um papel importante no cenário educacional contemporâneo, em nível nacional e mundial. À medida que crescem as experiências com o uso sistemático dos Ambientes Virtuais de Aprendizagem (AVA), problemas decorrentes desse uso têm sido relatados. Com frequência, relacionam-se a fatores como: a) a enorme quantidade de informação que precisa ser gerenciada e, ao mesmo tempo, estar disponível para professores e estudantes; b) as interações entre os diversos participantes do processo; c) a dificuldade de perceber que as atividades de outros têm impacto direto em suas próprias atividades. Portanto, verifica-se a necessidade de cuidados relacionados à qualidade das interações disponibilizadas na Web. Nesse sentido, desenvolver uma interface com uma facilidade de navegação e de interação é ponto fulcral para o bom andamento de cursos desenvolvidos na modalidade de Educação a Distância. Tendo em vista esse cenário, a presente pesquisa tem o objetivo de investigar a aplicação da usabilidade em sites de Educação a Distância, com vistas à melhor interação do usuário com a interface. Para tanto, o método de coleta de dados utilizado consiste em: aplicação de análise heurística e análise temática de conteúdo dos questionários semi-abertos aplicados e dos intertextos colhidos na Comunidade do curso em tela: Curso de Mediação de Conflitos Socioambientais. A análise dos dados coletados foi interpretada à luz do seguinte marco teórico: Educação a Distância (histórico, concepções epistemológicas, abordagens educacionais), Ciberespaço, usabilidade e acessibilidade dos dispositivos e interfaces digitais (análise heurística de Nielsen; Resolução CC-9 do Governo do Estado de São Paulo, 2005). O estudo evidencia a usabilidade dos dispositivos e interfaces digitais como instância fundamental ao bom desenvolvimento de cursos on-line. A análise das interfaces de cursos de EaD é de grande importância, uma vez que a problemática de interfaces não condutivas, de difícil aprendizado e memorização, e com grande incidência de erros, tende a impactar negativamente o usuário. Mais do que a sofisticação tecnológica, importa o estudo sério da usabilidade do ambiente em questão
Alaulamie, Lamees A. "Teaching Presence, Social Presence, and Cognitive Presence as Predictors of Students' Satisfaction in an Online Program at a Saudi University". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395341753.
Texto completoZorzi, Analisa. "Entre o social e o individual : as trocas intelectuais e as trajetórias cognitivas no desenvolvimento da autonomia intelectual". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181863.
Texto completoThis thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.
Alcott, Drew H. "A portfolio of study, practice and research : an investigation of the role of executive functions in Cognitive Estimation Test (CET) performance: implications of results from a task of inter-city distance estimation". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298218.
Texto completoTimm, Maria Isabel. "Elaboração de projetos como estratégia pedagógica para o ensino de Engenharia (curso à distância de projeto no modelo e-learning-by-doing)". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/13747.
Texto completoThis work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.
Hosseini-Kaladjahi, Hassan. "Iranians in Sweden : economic, cultural and social integration". Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-47395.
Texto completoBoyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.
Texto completoDiniz, Emanuelle Pereira de Lima. "Processos cognitivos que operam na constru??o da refer?ncia: uma an?lise das produ??es textuais elaboradas na EaD - UFRN". Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16228.
Texto completoBeneath the theoretical assumptions of Cognitive Linguistics contemporary, we analyze the cognitive processes underlying the construction of the reference in the text. To do so, we choose as corpus the written textual productions of undergraduates at the Department of Distance Education/UFRN provided in sections of responses of presential evaluation activities and activities in the Moodle virtual ambience. These activities and texts were produced in the discipline of Reading, Interpretation and Textual Production taught in the courses of Chemistry, Physics, Mathematics, Biology and Geography we monitor during the period of 2008.1 to 2010.1. Through the analysis of discursive productions, it was evident that the construction of the reference is made by means of the activation and manipulation of information acquired through our perceptual and social experiences. Thus, we confirm the cognitive assumption that the linguistic clues available in the texts of the activities serve as guides towards cognitive domains that activate the process of building reference
Sob os pressupostos te?ricos da Lingu?stica Cognitiva contempor?nea, analisamos os processos cognitivos subjacentes ? constru??o da refer?ncia no texto. Para tanto, escolhemos como corpus as produ??es textuais escritas de graduandos da Secretaria de Educa??o a Dist?ncia/UFRN dispostas nas se??es de respostas das atividades avaliativas presenciais e em atividades desenvolvidas no ambiente virtual moodle. Essas atividades e textos foram produzidos na disciplina de Leitura, Interpreta??o e Produ??o Textual, ministrada nos cursos de Qu?mica, F?sica, Matem?tica, Biologia e Geografia, que monitoramos durante o per?odo de 2008.1 a 2010.1. Atrav?s da an?lise das produ??es discursivas, ficou evidente que a constru??o da refer?ncia se d? por meio da ativa??o e manipula??o de informa??es adquiridas atrav?s de nossas viv?ncias perceptuais e sociais. Desse modo, ratificamos o pressuposto cognitivista de que as pistas lingu?sticas dispon?veis nos textos das atividades funcionam como guias de sentido que ativam dom?nios cognitivos no processo da constru??o da refer?ncia
Foohs, Marcelo Magalhães. "Representação gráfica do tempo : efeito de gráficos na compreensão e retenção dos significados do Present Perfect e do seu contraste com o Simple Past". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/13521.
Texto completoThe present study examined the effect of graphical representation of time in facilitating both interpretation and construction of schemata capable of accounting for the uses of the Present Perfect and its contrast with the Simple Past in an English intermediate course mediated by computer. The English Present Perfect is a wellknown troublemaker for EFL/ESL teachers and learners. Dowty (1979) observes that, “aside from the progressive, no English tense has received more attention from linguists and yet eluded a convincing analysis so completely as the Present Perfect.” Two studies were carried out (2003 and 2005) in which the students were randomly distributed between two treatments: (1) Text only and (2) Text+Graphics. In the second study, interactive graphics were added, following Peeck’s (1993) advice to improve active learning and Mayer’s (2002) interactivity principle to give students more control over the material. The data collected in the pre-test, immediate post-test and delayed post-test were analyzed through analyses of variance (ANOVAs) of one factor and repeated measures ANOVAs. The results of the ANOVAs, together with the answers of the questionnaire applied right after the immediate post-test, suggest that the treatments had low influence over the comprehension and retention of information for the immediate post-test; Sweller’s (1988) chunking principle, utilizing Declerck’s (1986) temporal model and Godoi’s (1992) aspectual model, allied with Mayer’s (2002) principle of multimedia, were effective to promote long lasting comprehension and retention of the uses of the Present Perfect and its contrast with the Simple Past; the inclusion of interactive graphics in the second study (2005), was effective to diminish the confusion caused by the static graphics utilized in the first study (2003).
Lamb, Richard Alan. "A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture Video". NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/36.
Texto completoMari, Carina Morais Magri. "Avaliação da acessibilidade e da usabilidade de um modelo de ambiente virtual de aprendizagem para a inclusão de deficientes visuais". Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/3670.
Texto completoThis work presents collaborations of the ergonomics for the virtual learning environment, for its configuration and its use, seeking the inclusion of people with visual disabilities. These collaborations go along with the cognitive principles of ergonomics in which the focus is on the aspects of the usability and accessibility of interfaces of such environments. The virtual learning environment used was Moodle which is applied at Universidade Federal de São Carlos in order to offer distance education courses and where a visually impaired student takes subjects from the technological sugar-cane alcohol production course. The aim of this work is to analyse the interfaces under the view of accessibility, usability and ergonomics so as to facilitate the usage of the virtual learning environment from visually disabled students, contributing to the improvement of the UFSCar‟s distance education system, providing opportunity of inclusion to people with visual disabilities concerning distance education.
RESUMO Este trabalho apresenta colaborações da ergonomia para o projeto de ambientes virtuais de aprendizagem, para a sua configuração e sua utilização, buscando a inclusão de pessoas com deficiência visual. Essas colaborações estão perfiladas com os princípios ergonômicos cognitivos, em que o recorte do trabalho recai sobre os aspectos de usabilidade e acessibilidade de interfaces desses ambientes. O ambiente virtual de aprendizagem utilizado foi o Moodle, implantado na Universidade Federal de São Carlos para a oferta de cursos na modalidade a distância, utilizado por um deficiente visual em disciplinas ofertadas no curso de tecnologia em produção sucroalcooleira. A atenção desse trabalho está voltada para uma análise das interfaces sob a óptica de acessibilidade, usabilidade e ergonomia, com o objetivo de facilitar o deficiente visual a utilizar o ambiente virtual de aprendizagem, contribuindo para aprimorar o sistema de ensino a distância da UFSCar, dando oportunidade para a inclusão de deficientes visuais na educação a distância.
Kalatzis, Adriana Casale. "Aprendizagem baseada em problemas em uma plataforma de ensino a distância com o apoio dos estilos de aprendizagem: uma análise do aproveitamento dos estudantes de engenharia". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-05112008-145409/.
Texto completoThe main purpose of this study is to investigate the performance of a sample of 29 students who participated in an educational experience in Planning and Analysis of Transportation Systems Course for civil engineering course from Escola de Engenharia de São Carlos, Universidade de São Paulo. This experience elapsed from the application of problem-based learning (PBL) method in a blended learning mode using a web-based learning - CoL (Cursos on-Line) - with the support of the leaning styles. The data were collected through the Felder and Solomans instrument - Index of Learning Styles (ILS) to identify the students learning styles. The portuguese version of the ILS was applied at the beginning of the course to find the students learning preferences to assist the development of activities directed to the public, and the composition of the groups according to their styles seeking a better use in the course. To examine the use of the sample submitted to the instructional alternative and the effects of PBL were used the responses of the students to a questionnaire for assessing the new proposal responded at the end of the course, and a questionnaire for assessment of learning that was used after the closure of the course. Cognitive maps were built from the answers of the questionnaire that contributed to this assessment and also to make the comparison of the sample with a group of students submitted to the traditional model. Besides these instruments were used the grades of the sample and also of the other group of students regularly enrolled in the same course, but without the introduction of pedagogical innovations. These grades were analyzed with the aim of investigating the relationship between the learning styles and the PBL method, and to verify the presence of differentiated performance between the groups of students. The results of the qualitative and quantitative analysis showed that students obtained a significantly better performance with the new course design.