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Tesis sobre el tema "Internet in education"

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Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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1

Crawford, Cynthia E. "The Internet Master Program : internet education for adults and facilitating volunteer community education /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842523.

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2

Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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3

Kouki, Rafa. "Telelearning via the Internet". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26338.pdf.

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4

Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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5

Thomas, Matthew. "Environmental education on-line : an evaluation of internet use in environmental education /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envt459.pdf.

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6

Kissane, Barry. "Models for harnessing the Internet in mathematics education". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80384.

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In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii) Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.
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7

Whelan, Mark D. "Graduate education student beliefs related to Internet usage". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/MQ52674.pdf.

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8

De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes". Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.

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Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions.

For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs.

The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education.

Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types.

An online component can be found at http://memeducation.org/

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9

Borg, Anders. "Internet i SO-undervisningen". Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-509.

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Föreliggande undersökning innehåller en intervjustudie med sex lärare som handlar om Internet i SO-undervisningen. De intervjuade lärarna består av två kategorier lärare, dels är det lärare som använder Internet i sin SO-undervisning dels är detlärare som valt att inte använda Internet i sin SO-undervisning. Studien belyser vilka argument som ligger bakom varför eller varför inte lärare väljer att använda Internet i sin undervisning. Den beskriver vilka som är styrkorna respektive svagheterna med att använda Internet i SO-undervisningen. Den belyser även hur lärare använder Internet i SO-undervisningen. Slutligen belyser studien Internets betydelse för internationalisering av undervisningen.

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10

Kwek, Erich. "The identification of the perceptions of internet using teachers in grades 4 through 8 regarding internet use in schools /". La Verne, Calif. : University of La Verne, 1999. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9937810.

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11

Anchan, John Prabhakar. "Global education across cyberspace, role of the internet in education for global awareness". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/NQ34725.pdf.

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12

Marks, Lori J. "Making Connections in Special Education: a Hands-on Internet Workshop". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3721.

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13

Knowles, Robert G. "Further education students and the internet : a case study". Thesis, University of Huddersfield, 2004. http://eprints.hud.ac.uk/id/eprint/10115/.

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This research is a case study of the way students at a Further Education College are making use of computer technology, in particular their use of the Internet, both at home and at college. The research used a multi-method approach that involved the collection of data by use of questionnaire and interviews. The questionnaire was completed by two hundred students drawn from a range of courses offered at the college. The students invited to complete the questionnaire represented both full time and part time students. From the students who completed the questionnaire twenty were invited to take part in individual interviews. From the data collected the researcher has been able to establish a link between a student's cultural background and their use of computers and the Internet. The researcher has been able to gather data to support the theory that for students from some cultural backgrounds there is a likelihood that they will use Infonnation Technology for certain tasks more than students with a different cultural background. As a means of identifying groups of students who could be described as having the same cultural background the data gathered was analysed by comparing students by gender, ethnic group and religion. This research has shown that the use of computers and the Internet has become part of everyday life and as such part of our society's culture. However the research has shown that different cultural groups within our society are using the Internet in different ways and for different purposes. The data showed that male students had a more positive attitude towards computers than female students; it was also found that male students made more use of email at college than female students. The researcher has found two significant differences regarding students' use of the Internet, namely that males use the Internet more than females for entertainment and that students from a Pakistani ethnic origin use the Internet more than white students for private use. Students from Pakistani ethnic origins were also found to use email at home more than students from other ethnic backgrounds. Part of the questionnaire was used as a student self-assessment of Infonnation Technology (IT) skills and the training they had received. Analysis of this section of data showed that whilst the amount of training of students in the use of IT is independent of gender, religion and ethnicity the level of skills claimed was not. Male students claimed a higher level of IT skills than female students and the level of skill in IT claimed by Christians is significantly less than that claimed by both Muslims and those of no religion. The questionnaire results led the researcher to believe that students from different cultural backgrounds were using computers and the Internet differently. The interviews were used to probe the implications of these differences with students from particular ethnic groups. The results showed that, at the college where the study took place there were Muslim Pakistani females students who were using the Internet as their main means of social interaction, when not at college. For these students this level of social interaction would not have been available to them they did not have access to the Internet. These students were making extensive use of chat rooms on the Internet. They prearranged to talk on line to people they knew, and they did this on a regular basis. This is in contrast to female students from other cultural groups who did not use chat rooms to the same extent, and when they did it was to talk to people they did not know. The research also found that some computer use was independent of a student's cultural background. One such area related to students having difficulties or problems when using the Internet. From the students interviewed the researcher believes that for many of the students the instruction they are receiving, particularly with reference to using the Internet, is inadequate to meet their needs. In addition to the lack of IT training, some students saw the monitoring of computer use as problematic. Parental monitoring students' use of computers at home was mainly done by having the home computer located in a family room. Few of the students said that content monitoring software was being used on these machines. All students accepted this monitoring within the home environment but many were unhappy with the monitoring arrangements that the college had put in place. This research project has shown that it is not sufficient for future education researchers to investigate computer use in terms of type of use alone, as has been the case in many previous studies. This research has shown that how students choose to use computers needs to be interpreted in terms of their gender and cultural background.
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14

Turchina, T. "The Internet and foreign language education: benefits and challenges". Thesis, Прага, 2011. http://essuir.sumdu.edu.ua/handle/123456789/63542.

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As we approach the next century, it is essential that we make informed decisions about how the Internet can be successfully integrated into the language classroom. If we as educators do not rise to the challenge - who will?
Over the past few years, the Internet has emerged as a prominent new technology. The influence of such a powerful technological tool has pervaded all aspects of the educational, business, and economic sectors of our world. Regardless of whether one uses the Internet or not, one must be clear about the fact that we have entered a new information age and the Internet is here to stay.
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15

Harrison, Barbara A. "Missouri secondary vocational education teachers' concerns regarding Internet adoption /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012975.

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16

Asher, James Wayne. "Integration of the Internet in career exploration in education". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1919.

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17

Allen, Patricia Dougherty. "WebQuest investigation to acquire internet usage skills". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2077.

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The purpose of this project was to develop a WebQuesst investigation that would facilitate student Internet usage. A WebQuest investigation is an inquiry-oriented activity in which most or all of the information that learners interact with comes from resources on the Internet.
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18

Wong, Yuet-yau Raymond y 黃月有. "Use of internet facilities for higher education in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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19

Seaton-Sykes, Philippa y n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education". Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.

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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commitments, studying in flexible ways where students may or may not be in the classroom. In other instances, Internet technologies are being used with the aim of enriching learning in nursing. However, despite widespread development and implementation of these innovations, the effects on nursing education have not been extensively researched (Cheek, Gilham & Mills, 1998; Gillham, 2002; Mallow & Gilje, 1999) and little is known about how the Internet contributes to teaching and learning, what learning outcomes are, or what support is required by teachers and students (Billings, 2000). At this time of rapid development of Internet-based and Internet-supported courses in the Australian nursing education system, there is a need to ensure such courses are educationally effective, clinically relevant, and that resources are appropriately assigned. This exploratory study aimed to contribute to effective discipline-specific use of internet learning environments through increased understanding of students’ and academics’ experiences of teaching practices and learning processes. There were two phases to this mixed-method study, a survey of course coordinators, and secondly, interviews with eleven students and sixteen academics. The survey of diverse schools of nursing across Australia provided foundational information about the ways the Internet was integrated into nursing education, and the preparation and supports that were offered to students for Internet-based or Internet-supported learning. Guided by a constructivist theoretical framework, and analysed thematically, the key findings of this study were drawn from the academics’ and students’ experiences in a variety of nursing courses in universities located across Australia. The Internet was employed in these courses in a variety of ways. At the time of data collection for both the survey and the interviews, more courses were Internet-supported than Internet-based. A variety of Internet information and communication features were used in courses. The survey findings provided both a context for the interview findings, and a degree of confirmation of these findings. The context reported was diverse, consistent with an emergent educational environment that has few precedents to guide its implementation. The academics’ experiences revealed that teaching in online environments was vastly different to face-to-face teaching and required different practices of teaching and learning that took into consideration the separation of teachers from learners, and learners from each other. While often enthusiastic about the new environment, many teachers needed specific preparation, support, and adequate resources to teach in this new environment. Similarly, students experienced a dislocation from the learning environments to which they were accustomed. Significant shifts were apparent in the students’ constructions of both individual and collaborative learning that were contingent upon the separation of teachers and learners, and the necessity of communicating in a written medium. Both teachers and learners revealed how, consequent upon their dislocation, they were relocating to a new interpretation of time, place and relationships in Internet learning environments, and were reconstructing teaching and learning. The reconstructions of learning included ways of relating that built learning communities predicated on a shift in focus from teaching to learning. These included both a shift in individual student’s learning, and a constructed understanding that arose variously from shaping a fundamental comprehension or challenging thinking, to expand comprehension in the group. Through new understandings and practices, the participants were beginning to construct a place for students and teachers to realise the possibilities for enriched learning that online communities can provide. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education, and recommendations are made.
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20

Anandan, Senthil Kumar. "Animation tool kit for computer science education on the Internet". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45314.pdf.

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21

Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education". Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.

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This research addresses three questions in the area of networked robotics: I. A model-driven review of the requirements for an Internet-attached robot system for use as a teaching resource for undergraduate and taught postgraduate level degree courses. 3. Creation of a baseline model of electronics and mechanical manufacturing capabilities across UK Higher Education establishments. 4. Establish whether manufacturing an Internet-attached robot from a bespoke design which meets all these requirements demonstrates advantages over the use of commercial off-the-shelf products. 5. A discussion of the cost and benefits of three common approaches to student assignments in robotics and related fields; hands-on laboratory experiments, simulators, and remote access laboratories. A pedagogical model for an Internet-attached online robot system for use in higher education is presented, which has been built on both a survey of Universities within the United Kingdom, and published work from authors around the world. Complementing the pedagogical model is a summary of the manufacturing capabilities typically available in a University workshop. A custom designed and purpose built mobile robot platform is presented, which together with its supporting arena environment provides an implementation of the pedagogical model. The mobile robot platform is fully bespoke, and careful design ensured that the mechanical components did not exceed the manufacturing capabilities of a typical University. Features of the robot include four-wheel drive and steering, a number of different sensors, and stereo vision support. The on-board sensors include ultrasonic rangefinders, surface colour sensors, a low-cost laser object sensor, and three stereo vision heads. Connectivity to the robot is via standards-based 802.llg wireless Ethernet and TCP/IP. A decentralised processing approach was used, so as to enable robustness and resilience of the system, and attempting to ensure that a failure of one part of a subsystem does not affect the operation of the system as a whole.
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22

Tilak, Shantanu Amod. "Alternative lifeworlds on the Internet: Habermas and democratic distance education". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587177594821112.

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23

Capshaw, Norman Clark. "How the internet affects higher education a multi-country analysis". Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991507789/04.

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24

Seaton-Sykes, Philippa. "Teaching and Learning in Internet Environments in Australian Nursing Education". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365296.

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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commitments, studying in flexible ways where students may or may not be in the classroom. In other instances, Internet technologies are being used with the aim of enriching learning in nursing. However, despite widespread development and implementation of these innovations, the effects on nursing education have not been extensively researched (Cheek, Gilham & Mills, 1998; Gillham, 2002; Mallow & Gilje, 1999) and little is known about how the Internet contributes to teaching and learning, what learning outcomes are, or what support is required by teachers and students (Billings, 2000). At this time of rapid development of Internet-based and Internet-supported courses in the Australian nursing education system, there is a need to ensure such courses are educationally effective, clinically relevant, and that resources are appropriately assigned. This exploratory study aimed to contribute to effective discipline-specific use of internet learning environments through increased understanding of students’ and academics’ experiences of teaching practices and learning processes. There were two phases to this mixed-method study, a survey of course coordinators, and secondly, interviews with eleven students and sixteen academics. The survey of diverse schools of nursing across Australia provided foundational information about the ways the Internet was integrated into nursing education, and the preparation and supports that were offered to students for Internet-based or Internet-supported learning. Guided by a constructivist theoretical framework, and analysed thematically, the key findings of this study were drawn from the academics’ and students’ experiences in a variety of nursing courses in universities located across Australia. The Internet was employed in these courses in a variety of ways. At the time of data collection for both the survey and the interviews, more courses were Internet-supported than Internet-based. A variety of Internet information and communication features were used in courses. The survey findings provided both a context for the interview findings, and a degree of confirmation of these findings. The context reported was diverse, consistent with an emergent educational environment that has few precedents to guide its implementation. The academics’ experiences revealed that teaching in online environments was vastly different to face-to-face teaching and required different practices of teaching and learning that took into consideration the separation of teachers from learners, and learners from each other. While often enthusiastic about the new environment, many teachers needed specific preparation, support, and adequate resources to teach in this new environment. Similarly, students experienced a dislocation from the learning environments to which they were accustomed. Significant shifts were apparent in the students’ constructions of both individual and collaborative learning that were contingent upon the separation of teachers and learners, and the necessity of communicating in a written medium. Both teachers and learners revealed how, consequent upon their dislocation, they were relocating to a new interpretation of time, place and relationships in Internet learning environments, and were reconstructing teaching and learning. The reconstructions of learning included ways of relating that built learning communities predicated on a shift in focus from teaching to learning. These included both a shift in individual student’s learning, and a constructed understanding that arose variously from shaping a fundamental comprehension or challenging thinking, to expand comprehension in the group. Through new understandings and practices, the participants were beginning to construct a place for students and teachers to realise the possibilities for enriched learning that online communities can provide. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education, and recommendations are made.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing
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25

Dhairyawan, Amit. "Internet Tools for Machine Design". Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/36488.

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The aim of this thesis is to provide academic support to the oldest discipline of Mechanical Engineering, namely "Machine Design". The rapid pace of technological development drives every individual, especially students. The industrial revolution in the first half of the 19th century contributed greatly to the advancement of Mechanical Engineering. The theories and experimental data from that time, some developed almost a hundred years ago are still in use in the original form while others have evolved to keep up with the times. This thesis attempts to bring some of that classical machine design theory into a modern user-friendly form that is portable across the Internet. Here the user will be presented with an interactive menu of topics of Machine Design where each is split sub-categorically as Theory and Application. According to the choice made, short excerpts of theory are presented on the chosen matter. The theory will include but not be limited to the important relationships relevant to the design of the particular machine element. After the review of the Theory, the user will be able to navigate to the application where the relationships from the theory will be awaiting user input in the form of solvers. Since the primary emphasis of the thesis is about cultivating knowledge of the underlying theory, the applications will not be self-correcting or self-assuming. The user will need to understand the relationships sufficiently well prior to using the applications to solve homework or design assignments. The created Toolbox is available to all registered users through a login access. The user can then choose to review theory or directly access the applications of the described theory. The thesis successfully demonstrates the use of the Internet as the media for education.
Master of Science
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26

Gordon, Dennis William. "Aesthetics and the Internet: Shifting Definitions of Reality". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391606298.

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27

Ludwig, Joachim. "Lernen und Lernberatung - im Internet?" Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1292/.

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Der Beitrag stellt lerntheoretische und didaktische Begründungen sowie die bildungspraktische Umsetzung für ein didaktisches Konzept der Lernberatung im virtuellen Raum vor. Das Lernberatungskonzept wurde im Rahmen des vom BMBF geförderten Projekts be-online entwickelt. Einleitend wird der Frage nachgegangen, welche online-didaktischen Konzepte zur Unterstützung von Lernprozessen im virtuellen Raum vorliegen, um Anknüpfungspunkte und Differenzen für das Konzept der Lernberatung im virtuellen Raum aufzuzeigen.
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28

Lima, Paulo Roberto Camargo de. "A comunicação educacional e a internet". Universidade do Oeste Paulista, 2008. http://bdtd.unoeste.br:8080/tede/handle/tede/15.

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Made available in DSpace on 2016-01-26T18:49:29Z (GMT). No. of bitstreams: 1 dissertacao Paulo Roberto.pdf: 307256 bytes, checksum: 72e960631e150ca562a0b12b15164a98 (MD5) Previous issue date: 2008-09-26
The objective of the present research was to investigate the use of the internet as a research tool by college students. For fundamental theory, we turned to the ideas of Paulo Freire concerning the dialogical character of education and authors like José Manuel Moran that have the same outlook that study the educational implications of the internet for the construction of collaborative and egalitarian learning cultures. As for methodology, it was of qualitative nature and had the data collection done by means of semi-structured interviews done in 2007 with the students studying the 4th module of the course of Technology in Marketing at a Higher Learning Institution in the north of Parana. The analysis had as focus the verbalization from the students regarding the following: access to computers, the ways of using the Internet and its use for academic procedures, and operating sites for school research, the individual interest in researching the Internet and the issues the students had researched on the net. As a result, it was found that students provide more attention to the networking of sites Orkut and MSN. Under the context of teaching-learning-study, the use of the internet limits the research of content of work proposed by professors, it appears as a replacement of traditional encyclopedia. From this analysis it is important to point out that both professors and students still suffer in need of a better understanding of the potential of the internet as a tool for collaborative learning.
A presente pesquisa teve como objeto de investigação a utilização da internet como instrumental de estudo por parte de alunos do ensino superior. Para a fundamentação teórica recorreu-se ao pensamento de Paulo Freire a respeito do caráter dialógico da educação e a autores que, com esse mesmo olhar, estudam implicações educativas da internet para a construção de culturas de aprendizagem colaborativas e igualitárias, entre eles José Manuel Moran. Quanto à metodologia, foi de natureza qualitativa. A coleta de dados foi realizada por meio de entrevista semi-estruturada, no ano de 2007, com os alunos do 4° módulo do curso de Tecnologia em Marketing, de uma IES privada do norte do Paraná. A análise tomou como foco a verbalização dos alunos referente: ao acesso a computadores; às formas de utilização da Internet e seu uso para procedimentos acadêmicos; os sites explorados para pesquisas escolares; o interesse individual em pesquisar pela Internet e os assuntos os alunos já haviam pesquisado na rede. Como resultados, verificou-se que os alunos dispensam maior atenção aos sites de relacionamento Orkut e MSN. No contexto de ensino-estudo-aprendizagem, o uso da Internet se limita a busca de conteúdos para trabalhos propostos por professores e aparece como substituta da clássica enciclopédia. Em decorrência desta analise, é importante ressaltar que tanto o aluno quanto o professor ainda se ressentem de uma melhor compreensão das potencialidades da Internet como ferramenta de colaboração cognitiva.
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Lam, Cam Le. "Perceived usability foster students interaction through online synchronous chat /". Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080401.144644/index.html.

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Mei, Zongxiang. "America and China cultural differences in online learning motivation /". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4357.

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Wolverton, Robert L. "Internet education a middle-range theoretical model for overcoming transactional distance /". Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400968491&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia". Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.

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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.
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Marks, Lori J., D. J. Montgomery y R. P. Butler. "Internet and Template Writing: Facilitating the Research and Report Writing Process". Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3561.

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Henderson, Valerie Suzanne. "Evaluation of Internet education to increase dietary calcium intake in youth". Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1157.

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In recent years, dietary calcium intake among children and adolescents has fallen sharply. This trend is alarming because childhood and adolescence are the primary ages for building bone mass. Therefore, an interactive website, Clueless in the Mall (http://calcium.tamu.edu) was developed targeting youth to increase knowledge, improve attitudes, and equip them to incorporate calcium-rich foods into their diets. This website was created with the help of adolescents at every stage of development and has been pilot tested with adolescents at home and in school, showing improvements in knowledge and attitudes. However, the website has not been tested for effectiveness in changing behaviors, specifically for increasing calcium intake. The present study was conducted to measure the effectiveness of the website for changing knowledge, attitudes, and behaviors. The hypothesis of this investigation was that the website intervention would significantly improve attitudes and knowledge about calcium and increase dietary calcium intake among adolescents and pre-adolescents who took part in the study. After the group-administered Food Frequency Questionnaire (FFQ) was validated among a local church youth group, a total of 126 middle school and high school students were recruited from 12 local public school classes to participate. Each student took three questionnaires during class time to measure baseline knowledge, attitudes, and behaviors (including calcium intake using the FFQ). Then each student took one class period to view the calcium website. Four to six weeks later, the investigators returned to administer the same three tests to each student. Demographic information was collected, and data were analyzed using paired samples t-tests and analyses of variance (ANOVA). Results demonstrated that the website alone was sufficient to improve knowledge scores; however, it was not enough to change attitudes and behaviors significantly. In conclusion, the website should be used to promote and reinforce health behaviors, but should not be expected to stand alone as an intervention.
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Frykheden, Louise. "Voices of South Africa : Internet-based education for communication and globalization". Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21493.

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Chard, Susan M. "Building a virtual classroom : an education environment for the internet generation". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/491.

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This thesis examines the provision of learning environments that enable people to participate in high-quality learning experiences without physically travelling to classrooms and classes. New technologies enable the asynchronous web currently based on text, images, and video, to be extended to facilitate multi-channel synchronous communications. There is significant potential to enhance learning using the 3D worlds used for interactive gaming, populated by avatars representing the participants, and chat systems using text and audio channels. The purpose of this study was to investigate the development and use of 3D web-based learning environments. Staff and students from an Information Technology degree programme at one New Zealand Polytechnic participated in the study. The design and use of 3D web-based learning environments were integrated into one paper over six years. Data were collected from the teachers of this paper and the programme in which it was embedded.A survey instrument was used to collect data, along with artefacts from the software design and development plus the web-based environments created. Computer logs, and records of chat sessions were collected to enable analysis of the activities that took place in the new learning environments. Follow-up interviews were conducted with a sample of students after the completion of their study. Analysis of these data included collations of statistically significant relationships between environmental factors and the design features of the 3D web-based environments created. Results indicate that the 3D web-based environments were well received by the students and show significant potential for the future provision of learning environments. The technology has no negative impact on students’ perception of their learning environment; however, it did not have the expected positive impact on their communications with peers or teaching staff. This research suggests directions for the future development and application of 3D webbased technologies to fully enable their potential to be achieved in educational learning environments.
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Rice, Kerry Lynn. "Priorities in K-12 distance education : a Delphi study examining multiple perspectives on policy, practice, and research /". ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179962871&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Krock, Kelly J. G. "Environmental Education on the Web: Worthwhile or Worthless". Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040070183.

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Ball, Mary Alice. "Advanced Internet connectivity in higher education: The states's role in equitable access". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284319.

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The Internet increasingly influences how we communicate with one another, conduct business, and educate our children. Our ability to connect to the Internet therefore becomes an integral part of our participating in and contributing to society. In this paper I examine equitable access to the telecommunications infrastructure that increasingly is used to transfer information around the country and the world. I focus my discussion on statewide networks and advanced Internet connectivity for publicly funded institutions of higher education. Using an informational questionnaire of all fifty United States and case studies of Mississippi and Washington, I investigate the role of state government in developing statewide networks that equitably serve public education. My findings indicate that more than any other source state government plays a critical role in financing the creation of statewide networks. They also show that the involvement of state government promotes equitable access to advanced networking but typically addresses this issue in terms of geographic location or socioeconomic status, rather than race. My research confirms that the more formalized the government's administrative structure for managing information technology, the more likely it is to fund the establishment of a statewide network. I also find that the presence of high technology corporations positively influences the development of a statewide network not so much because of the active involvement of industry but because the state government will act more entrepreneurially in constructing telecommunications infrastructure to promote industrial investment and economic growth.
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Stiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.

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Petersson, Karin. "Internet i skolan En fältstudie av grundskoleelevers informationssökande". Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-898.

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Syftet med detta arbete är att belysa elevernas arbete med Internet i skolan, till vad och hur Internet används i skolarbetet. Jag har även undersökt hur och om eleverna granskar det material de får fram över Internet och om de kan använda Internet på ett effektivt sätt. Jag har använt mig av en studie med etnografisk utgångspunkt, det vill säga observationer och informella intervjuer.

Resultatet visar på att Internet används i så gott som alla ämnen, huvudsakligen till faktasökning och då på ett mycket fritt sätt. Eleverna granskar nästan inte alls det material de får fram, och de fastnar ofta på mindre relevanta och/ eller mindre lämpliga sidor i sina sökningar.

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De, la Rosa-Carrillo Ernesto León. "On the Language of Internet Memes". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556817.

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Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. An online component can be found at http://memeducation.org/
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Sätterkvist-Ullgren, Ulla. "Utforma lärande via Internet på gymnasienivå". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28231.

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Sammanfattningsvis visar studien att fysiska träffar bär organiseras på gymnasienivå en till två gång i månaden, så att kursmål uppnås och för att ge struktur för elever vid nätbaserad distansundervisning. Resultatet visar också att läraren bär införa struktur kring kontakter med elever via Internet, det är viktigt för eleverna att frågor besvaras snabbt samt kunskap om när svar kan förväntas. Dessutom visar studien att det är viktigt med en specialutformad lärplattformen, där samarbetsinlärning och gruppgemenskap kan ske. Skolan måste också ansvara får att tillgång till persondatorer med bredbandsuppkoppling finns att tillgå.
The issue of this study is that physical meetings on Senior High level is necessary when education is based via Internet. The students inquired as well for structure and it´s urgent that the teacher deal quickly with inquiring from students.
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Chan, Cho-kui. "Collaborative learning on Internet : learning applied mathematics through newsgroup on the net /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057428.

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Biddix, James Patrick. "The power of "ESTUDENTPROTEST" a study of electronically-enhanced student activism /". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2006. http://etd.umsl.edu/r1361.

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Stigmar, Martin. "Metakognition och Internet : Om gymnasieelevers informationsanvändning vid arbete med Internet". Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-382.

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This thesis describes what happens when a group of high-school students practice their ability to reflect upon their learning (metacognitive training) and then solve tasks with information collected on the Internet. The overall aim of the thesis is to make an explorative investigation to find out if exercises of metacognitive type can support the use of information for high-school students in their work with the Internet. The dissertation also aims at making clear what significance certain pre-requisites have for metacognitive training, ie if the students attend vocationally or theoretically oriented programmes and the attitude of the teacher towards metacognitive exercises. There are a number of reasons why I have chosen to investigate the field of learning and information and communication technology (ICT). The use of the Internet to search for information in school work has increased. An important reason to investigate these issues is that the use of ICT in itself doesn´t seem to mean improved learning, according to existing research. A central question to study is where the pedagogical surplus value lies in the use of the Internet in school work? In the thesis it is argued that it is not enough to provide schools with computers and Internet connections, but that something more is needed in order to achieve a development in teaching with ICT. During one year 40 students in theoretically and vocationally oriented programmes are being monitored together with their English teachers, in four different actions. The collection of data was done exploratively by interviews, logbook notes, observations and the SOLO-taxonomy. The result is accounted for in four case studies. During the action the professionalism of the teacher in creating beneficial teaching environments, by contextualizing the metacognitive exercises to things that challenge the students' internal motivation, turned out to be central. Furthermore it was shown that the students in the vocationally oriented programmes had most use of developing their reflective ability.
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Carpenter, Pauline. "Korean international graduate students in Canada: identity and internet use". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66863.

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East Asian international students often face challenges identifying and participating as active and equal members in western academic communities (Morita, 2004). Even though international students often depend on the internet during this critical time (Yang, et al., 2004), how their internet uses impact their identity is largely unknown. Using semi-structured interviews, this phenomenological study explores the experiences of seven South Korean graduate students in Canada, their internet uses, and how these uses influence their identity construction. Findings reveal that these students often experience identity challenges and report that using the internet for socializing, entertainment and information alleviates these issues. Depending on the degree of awareness and purposes of their online practices, these students' internet uses both enable and constrain their identities. Understanding these processes is useful for university student services and students themselves in considering ways the internet can be used to facilitate overcoming challenges international students face during educational sojourn.
Les étudiants internationaux d'Asie de l'Est se retrouvent souvent confrontés à de nombreux challenges quant il s'agit de s'identifier et de participer de manière active et égale aux autres étudiants au sein des communautés universitaires occidentals (Morita, 2004). Même si l'on sait que les étudiants internationaux dépendent souvent d'internet durant cette période cruciale (Yang, et al., 2004), la façon dont ils l'utilisent et l'influence que cela peut avoir sur leur identité reste un domaine largement peu connu. En utilisant des interviews semi structurés, cette étude phénoménologique explore les expériences de sept étudiants universitaires au Canada, leur utilisation d'internet et comment cette utilisation peut avoir une influence sur la construction de leur identité. Les résultats nous révèlent que ces étudiants se retrouvent fréquemment confrontés à des challenges identitaires et que l'utilisation d'internet à des fins de socialisation, d'amusement et d'information les aident dans les difficultés qu'ils rencontrent. L'utilisation d'internet peut à la fois affirmer leur identité ou alors être une source de contrainte suivant le degré de conscience et les raisons pour lesquelles ils se servent d'internet. La compréhension de ces processus décrits précédemment est non seulement utile pour les services aux étudiants au sein des Universités, mais également pour les étudiants eux-mêmes, puisqu'elle met en lumière différentes manières dont internet peut être utilisé afin de dépasser les difficultés que peuvent rencontrer les étudiants internationaux durant leur parcours universitaire.
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48

Palvetzian, Talene E. "Integrating Internet-facilitated international academic partnerships into local university environments : faculty perspectives". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98566.

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This study explores how to integrate faculty-initiated Internet-facilitated international academic partnerships into their local university environments. Recently some faculty have begun initiating international partnership activities which carryout their university's research, teaching, and service missions. These partnerships (including courses, projects, or entire programs) are considered by their initiators to benefit both faculty and student development. Faculty see the Internet as enabling them to construct interactive and collaborative virtual forums where disperse student and faculty bodies can co-engage in exciting international research, teaching, and learning opportunities. This study aims to encourage the development of Internet-facilitated international academic partnerships so that more faculty in all disciplines are supported by their local institutions to better integrate their partnerships. Presently, partnerships are not well integrated. Impart this is because the Internet as a communication tool is relatively new phenomenon. However, it is also due to the tendency for faculty level partnerships to be overlooked by higher levels of university administration. As a result, the value of Internet partnerships has not yet been explored in relation to their local institutional missions. This study therefore consults faculty with experience partnering online in order to garner faculty insights pertaining to partnership integration. The results help to determine (1) core characteristics of these faculty-level partnerships (2) faculty motivations for initiating them (3) university environments implicated by integration and (4) identify faculty support and development opportunities appropriate to support integration.
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Kwok, Mei-hing. "A study of innovation for web-based teaching and learning in higher education". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41261951.

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Soares, Maria Cecília. "Escuta musical via internet: contribuições para o ensino musical". Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9725.

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Made available in DSpace on 2016-04-27T14:31:09Z (GMT). No. of bitstreams: 1 Maria Cecilia Soares.pdf: 8360331 bytes, checksum: f8d7348e8829eea5b6f86de73b3deee3 (MD5) Previous issue date: 2013-06-10
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This research had as its main objective to understand if the teachers who took part at ON LINE COURSE ,1B 1, an extension of the programme Find out About the Symphonic Orchestra of São Paulo, that took place in the first semester of 2012, could get some more musical improvement. This course EaD via Internet focussed on the appreciation of a better guided music repertoire whose main objective was to develop and improve a more attentive musical listening to teachers with no music knowledge. As a teacher/tutor of the course 1B1, it was important to analyse what advantages this on line course on music appreciation could bring to the learning of music, what would be the risks involved, and what contributions it would bring to the participants. With all these doubts, in the tutoring that lasted a term, three Forums took place focussing on activities on guided musical listening. We also used a guided activity related to the Parameters of sound, (loudness, intensity, duration, timbre) and another focussing on the listening of the high notes and a project on musical practice. We made use of qualitative and quantitative research in order to collect the data. The tool used for collecting the qualitative data was Wordle -Map of Clouds - and for the collecting of quantitative data, we used a tool found in Moodle called Task (the sending of a unique file was used for the collecting of the quantitative data). We also used a questionnaire to find out a bit about the participants profiles. To reach our objectives, we started our journey by analysing what music is, its origin and importance in Greek education, its transformation through digital means and the importance of MP3 file in this process. Adorno s, Moraes s and Santaella s writings helped us to discover the different types of emergent listeners and different ways to listen to music. Among other researchers, Almeida, Morin, Gohn, Sekeff , Fonterrada, Chizzoti and Freire have shown ways followed by Education as regards long distance education via internet, musical listening and the teaching of music. After having analysed the data, we could show that by developing an attentive listening via Internet, the teachers could understand and identify musical aspects. We also found out that although the teachers involved did not have any knowledge of the technical words of music, this lack did not interfere with the musical listening activity
A presente pesquisa teve como proposta compreender se os professores que participaram do Curso online, 1 B1, realizado no primeiro semestre de 2012, no Programa Descubra a Orquestra da OSESP, obtiveram maior aprimoramento musical. Este curso EaD via Internet esteve voltado para a apreciação de um repertório musical dirigido, e priorizava desenvolver uma escuta musical mais atenta para os professores sem conhecimento musical. Como professora Tutora do curso 1B1 era importante analisar que benefícios este curso de apreciação musical, a distância via Internet, poderiam trazer à aprendizagem musical? Quais contribuições? Quais seriam os riscos? Focada nestas indagações, foi feito um acompanhamento durante o semestre do curso, através de três Fóruns com atividade de escuta musical dirigida. Valemos-nos igualmente de uma atividade dirigida aos Parâmetros do som (Altura, Intensidade, Duração e Timbre), uma atividade direcionada à escuta da altura das notas e um projeto de prática musical. A metodologia adotada foi a qualitativa com o método Misto - Qualitativa /Quantitativa da qual fizemos uso para coleta e análise dos dados. O Wordle Mapa de Nuvens foi a ferramenta usada para análise dos dados qualitativos e a ferramenta do Moodle denominada Tarefas envio de arquivo único foi utilizada para a coleta dos dados quantitativos. Também utilizamos um questionário para gerar o perfil dos participantes. Para alcançar nossos propósitos fizemos um percurso a partir da concepção do que é música, passando por sua origem, importância na educação Grega, sua transformação nos meios digitais, a importância do arquivo MP3 neste processo. Apoiamos-nos em Adorno, Moraes e Santaella para desvendar os tipos de ouvintes emergentes de diferentes formas de se ouvir. Almeida, Moran, Gohn, Sekeff, Fonterrada, Chizzotti, Freire, Fazenda, entre outros pesquisadores, nortearam os caminhos pela educação, tecnologias na educação, educação a distância via internet, pela escuta musical e ensino da música. Ao final da Tese, as análises nos mostraram que os professores, ao desenvolverem uma escuta atenta via Internet, conseguem compreender e identificar aspectos da música. Concluímos ainda que o fato de os professores não terem conhecimentos de termos técnicos da música, não interferiu na atividade de escuta musical
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