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1
Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.
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Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.
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A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.
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Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.
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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which leads to second language (L2) development (Swain, Brooks, & Tocalli-Beller, 2002). Moreover, researchers have found that task type impacts language development (Storch & Aldosari, 2010; Storch & Wigglesworth, 2003; Swain & Lapkin, 2001). Due to the growing number of multilingual learners in the world today (Hammarberg, 2010), researchers need to expand the scope of the research to include the role(s) of native and nonnative languages on third language (L3) development. Thus, the purpose of the current multiple case study was to investigate the specific mediating functions of multilingual learners’ languages during four types of collaborative tasks and to explore the relationship between languaging and L3 development. A 16-week classroom-based study was conducted in a university French as a foreign language classroom in Mexico with four focal participants. The language produced during learner-learner interaction was examined using three types of analysis: (1) each turn was coded for language and for their specific functions; (2) each Language-Related Episode (LRE) was coded for type and for resolution; and (3) accuracy on individual tailor-made posttest items. Findings uncovered a complex picture of task type effects on the specific mediating functions of language as well as complementary functions of L1 and L3 mediation. Results from the analysis of LREs show that task type impacts the occurrence and resolution of LREs. Accuracy scores from the posttests suggest that L1 and L3 mediation promotes L3 development. Findings are in line with the focal participants’ beliefs. The findings that languages serve various social and cognitive functions during task completion are discussed in light of current ideas from an SCT perspective.
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Fite, Shannon Diane. "Influences on learner-learner interaction in online classes". Texas A&M University, 2004. http://hdl.handle.net/1969.1/264.
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Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do selected learners perceive their experiences in online courses.
Using the Student Demographic Questionnaire, the Group Embedded Figures Test, the Text Analysis Tool, and an Interview Protocol developed by the researcher, the study was conducted with a mixed method design. Learner-learner interaction was considered in terms of the students' contributions to the FirstClass discussion activities that were completed as part of the course requirements.
This study found that: a) there is not a correlation between cognitive style and quantity of learner-learner interaction, b) some learner characteristics do influence learner posting preferences, c) interaction elements during online discussion do not indicate the content of discussion, but do somewhat indicate how the discussion is taking place, and d) students have opinions on how their experiences in online courses should impact online course design, particularly in terms of knowing the learner and communication. Knowing the learner was discussed in terms of time management, motivation, and differences among learners. Communication was discussed in terms of spontaneity, isolation, freedom, and accountability. Course design was discussed in terms of flexibility, organization, accountability, and technology. The results of this study have implications regarding online course design and recommendations for future research.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская y Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats". Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.
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Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.
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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.
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Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.
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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learning, through direct involvement in reflection and discussion with teachers. It also considers the implications of this for those involved: learners, teachers, the organisation and wider policy. Using an action-research model, and observations, eight volunteer participants from a teacher training curriculum area engaged with this study: two ‘learners’, each paired with a different ‘teacher’ for the observation; three teaching staff who were ‘observed’; and the curriculum area manager. Interviews were conducted throughout the research, with main participants interviewed up to three times to draw out their phenomenological interpretations and reflections. Working within a community of learning, with multiple points of interaction and ‘layers’, two theoretical frameworks were used in analysing the interviews: communities of practice and ecological learning systems. Finding them insufficient in isolation, to improve the data analysis, and the nuances of these layers – ‘micro’, ‘meso’, ‘exo’ and ‘macro’ – a ‘continuum of practice’ was devised to combine these frameworks. Additional theoretical concepts – self-efficacy, self-esteem, self-concept and self-categorization theories – were also used to interpret evidence of an individual’s sense of identity and their perceived trajectory. Evidence suggests interactions within observation partnerships, including those observed, were influenced by the theoretical framework embedded within that interaction: an appropriate framework approach can enhance the quality of outcome from these collaborations.
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Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.
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Morales, Gamboa Rafael. "Exploring participative learner modelling and its effects on learner behaviour". Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/6666.
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The educational benefits of involving learners as active players in the learner modelling process have been an important motivation for research on this form of learner modelling, henceforth referred to as participative learner modelling. Such benefits, conceived as the promotion of learners' reflection on and awareness of their own knowledge, have in most cases been asserted on the grounds of system design and supported only by anecdotal evidence. This dissertation explores the issue of whether participative learner modelling actually promotes learners' reflection and awareness. It does so by firstly interpreting 'reflection' and 'awareness' in light of "classical" theories of human cognitive architecture, skill acquisition and meta-cognition, in order to infer changes in learner abilities (and therefore behaviour) amenable to empirical corroboration. The occurrence of such changes is then tested for an implementation of a paradigmatic form of participative learner modelling: allowing learners to inspect and modify their learner models. The domain of application centres on the sensorimotor skill of controlling a pole on a cart and represents a novel type of domain for participative learner modelling. Special attention is paid to evaluating the method developed for constructing learner models and the form of presenting them to learners: the former is based on a method known as behavioural cloning for acquiring expert knowledge by means of machine learning; the latter deals with the modularity of the learner models and the modality and interactivity of their presentation. The outcome of this research suggests that participative learner modelling may increase the abilities of learners to report accurately their problem-solving knowledge and to carry out novel tasks in the same domain—the sort of behavioural changes expected from increased learners' awareness and reflection. More importantly perhaps, the research suggests a viable methodology for examining the educational benefits of participative learner modelling. It also exemplifies the difficulties that such endeavours will face.
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Shanyinde, Partson Danny. "An investigation of learner/learner scaffolding using microcomputer-based labs". Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265451.
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Vitturi, Francesco <1997>. "Ready, Player, Learner". Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20455.
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La popolarità dei videogiochi è aumentata nel corso degli anni. Tuttavia questa forma di tecnologia è ancora incompresa e spesso considerata solo come una mera forma di intrattenimento. Questo lavoro prova a offrire un’alternativa a tale diffusa mentalità mostrando come i videogiochi possano essere parte del mondo dell’apprendimento, in particolare dell’apprendimento delle lingue. Dopo aver inquadrato le tecnologie educative in generale, il primo capitolo offre una panoramica delle principali tecnologie digitali e del ruolo che hanno ricoperto in alcuni campi: le teorie dell’apprendimento, dal comportamentismo al connettivismo, e le moderne modalità di comunicazione ed espressione. In questo contesto vengono situati e definiti i videogiochi. Il secondo capitolo analizza questa tecnologia più da vicino. Offre una tassonomia dei diversi generi videoludici considerando le loro meccaniche e tematiche. In seguito, illustra i vari effetti che i videogiochi possono avere sugli utenti: prima sono presentati i benefici cognitivi, affettivi e sociali; successivamente, i potenziali effetti negativi quali aumento dell’aggressività, deficit attentivo, possibilità di insorgenza di dipendenza o di problemi fisici. Il terzo capitolo presenta una descrizione accurata di uno studio di caso condotto su cinque adolescenti con il videogioco Persona 5 Royal. Lo scopo è verificare gli effetti che il gioco ha sulla competenza in inglese dei partecipanti. Attraverso una discussione dei risultati, il quarto capitolo supporta l’idea che i videogiochi commerciali possono essere un’utile risorsa per sostenere l’apprendimento dell’inglese. Sono suggerite, infine, future linee di ricerca e di pratica, con varie idee per aiutare i docenti a comprendere meglio i videogiochi e a realizzare il loro potenziale in quanto materiale educativo per l’apprendimento di questa lingua straniera.
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Anderson, J. C., James Lampley y Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
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Abe, Mariko. "Syntactic variation across proficiency levels in Japanese EFL learner speech". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/350754.
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Teaching & LearningEd.D.
Overall patterns of language use variation across oral proficiency levels of 1,243 Japanese EFL learners and 20 native speakers of English using the linguistic features set from Biber (1988) were investigated in this study. The approach combined learner corpora, language processing techniques, visual inspection of descriptive statistics, and multivariate statistical analysis to identify characteristics of learner language use. The largest spoken learner corpus in Japan, the National Institute of Information and Communications Technology Japanese Learner English (NICT JLE) Corpus was used for the analysis. It consists of over one million running words of L2 spoken English with oral proficiency level information. The level of the material in the corpus is approximately equal to a Test of English for International Communication (TOEIC) range of 356 to 921. It also includes data gathered from 20 native speakers who performed identical speaking tasks as the learners. The 58 linguistic features (e.g., grammatical features) were taken from the original list of 67 linguistic features in Biber (1988) to explore the variation of learner language. The following research questions were addressed. First, what linguistic features characterize different oral proficiency levels? Second, to what degree do the language features appearing in the spoken production of high proficiency learners match those of native speakers who perform the same task? Third, is the oral production of Japanese EFL learners rich enough to display the full range of features used by Biber? Grammatical features alone would not be enough to comprehensively distinguish oral proficiency levels, but the results of the study show that various types of grammatical features can be used to describe differences in the levels. First, frequency change patterns (i.e., a rising, a falling, a combination of rising, falling, and a plateauing) across the oral proficiency levels were shown through linguistic features from a wide range of categories: (a) part-of-speech (noun, pronoun it, first person pronoun, demonstrative pronoun, indefinite pronoun, possibility modal, adverb, causative adverb), (b) stance markers (emphatic, hedge, amplifier), (c) reduced forms (contraction, stranded preposition), (d) specialized verb class (private verb), complementation (infinitive), (e) coordination (phrasal coordination), (f) passive (agentless passive), and (g) possibly tense and aspect markers (past tense, perfect aspect). In addition, there is a noticeable gap between native and non-native speakers of English. There are six items that native speakers of English use more frequently than the most advanced learners (perfect aspect, place adverb, pronoun it, stranded preposition, synthetic negation, emphatic) and five items that native speakers use less frequently (past tense, first person pronoun, infinitive, possibility modal, analytic negation). Other linguistic features are used with similar frequency across the levels. What is clear is that the speaking tasks and the time allowed for provided ample opportunity for most of Biber’s features to be used across the levels. The results of this study show that various linguistic features can be used to distinguish different oral proficiency levels, and to distinguish the oral language use of native and non-native speakers of English.
Temple University--Theses
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Doku, Ishmael Adu-Mensah. "Let the learner learn, a qualitative insight into the birth and growth of the cross-cultural learner centre concept". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35399.pdf.
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Rioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
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Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.
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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
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Machika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners". Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.
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Thesis (M.ED.) --University of Limpopo, 2007The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.
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Andersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.
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The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants’ demographic data, learner-instructor interaction data, learner-social media interaction data, and general course satisfaction data. Data from the survey were examined through the use of independent sample ttests, one-way ANOVAs, and Pearson Correlations based on 10 participant demographic variables. Of the 10 demographic variables, age, GPA, athletic team participation, and work status were found to have a statically significant relationship with the three constructs. The findings indentified statistical significance between age, work status of participants, and the construct of learner-instructor interaction; between gender, athletic team participation, and the construct of social-media interaction; and between the age, GPA, work status, and the construct of general course satisfaction. Furthermore, learner-instructor interaction and learner-social media interaction had a statistically significant relationship with general course satisfaction. Overall, there was a strong positive correlation between both constructs of learner-instructor interaction and learner social media interaction with general course satisfaction.
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Dalkir, Kim. "Improving user modeling via the integration of learner characteristics and learner behaviors". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25914.pdf.
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Copeland, Matthew Blair. "Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862858/.
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The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content based on Neil Fleming's VARK (visual, aural, read/write, kinesthetic) model (Content), and the interaction of Preference and Content, influenced learner performance (Performance) and/or learner self-reported satisfaction (Satisfaction). Participants were drawn from a population of undergraduates enrolled in a large public southwestern research university during the fall 2015 semester. The 165 student participants (13.79% completion rate) were comprised of 52 (31.5%) females and 113 (68.5%) males age 18-58+ years with 126 (76.4%) age 18-24 years. For race/ethnicity, participants self-identified as 1 (0.66%) American Indian/Alaska Native, 21 (12.7%) Asian/Pacific Islander, 27 (16.4%) Black, non-Hispanic, 28 (17%) Hispanic, 78 (47.3%) White, non-Hispanic, 10 (6.1%) other. Reported socioeconomic status was 22 (13.3%) withheld, 53 (32.1%) did not know, 45 (27.3%) low, 13 (7.9%) moderately low, 16 (9.7%) middle, 8 (4.8%) upper middle, and 8 (4.8%) upper.
This causal-comparative and quasi-experimental, mixed-method, longitudinal study used researcher-developed web-based modules to measure Performance and Satisfaction, and used the criterion p < .05 for statistical significance. A two-way, 4 x 3 repeated measures (Time) analysis of variance (RM-ANOVA) using Preference and Content was statistically significant on each Performance measure over Time, and at two measures on Satisfaction over Time. The RM-ANOVA was statistically significant on between-subjects main effect Performance for read/write modality Content compared to aural and kinesthetic Content. There were no statistically significant main effects observed for Satisfaction. A Pearson r correlation analysis showed that participants that were older, married, and of higher socioeconomic status performed better. The correlation analysis also showed that participants who performed better reported greater likelihood to take online courses in the future, higher motivation, sufficient time and support for studies, and sufficient funding for and access to the Internet.
The study results suggested that regardless of Preference, using read/write modality Content based on the VARK model while maintaining the verbal language can yield better Performance outcomes. The study results also suggested that while maintaining the verbal language, Preference, and Content based on the VARK model do not distinguish learner Satisfaction outcomes. However, because Satisfaction has been shown to impact Performance, efficacy, and retention, it matters to educational institutions. Future research should consider more granular models and factorial research methods, because models that utilize a single representative construct score can mask effects when analyzing Performance and Satisfaction.
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Morrow, Revonda G. "Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367435.
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The role of interactivity in learning is seen as important to the processing of content and the creation of new understandings. Whether this interactivity is viewed as internal interaction with the content by individuals or a broader socio-cultural concept of interaction among others, interactivity is seen as critical to learning. What has not been so clearly defined, however, are the ways that interactivity functions for individuals and groups whose learning is increasingly taking place outside the traditional face-to-face methods, supported and managed by information and communication technologies in online learning environments. This study drew on the literature from online learning and online professional development and examines learner-centric forms of interactivity (learner-content, learner-learner, learner-instructor, learner-interface, learner-self, learner-other and learner-environment). It examined the interactivity of a group of learners enrolled in an online professional development course. These adult learners, who were practicing teachers, were experienced in learning through traditional methods of instruction, including face-to-face and traditional distance education, but had little to no experience in online learning. This study specifically sought to answer questions about the nature of the interactivity present in the online environment, the influences that contribute to the interactivity, and the students’ perceptions of how the interactivity supported their learning. The researcher, who was the lecturer in the course, was well-positioned to develop an in-depth understanding of the meanings, perceptions and understandings that students attached to learning online. A case study approach was used and a range of data collection methods were employed including statistical data available from the course management system, archived exchanges in online discussion forums, e-mail exchanged between lecturer and student and interviews with students. The findings of the study demonstrate that the students chose to engage in learnercentric interactions that they believed would further their goals of succeeding in the course. Interaction with the content was seen as core to this success and students used other forms of interactivity to support their processing and understanding of the content. The study revealed that the interactivity that occurred within the online environment was only part of the structure of interactivities that supported the students. Interactions within their local communities developed as students sought emotional, academic and technical support from friends, family and professional colleagues. It was possible to define some types of interactivity as more important to the students and their experience of online learning. Along with learner-content, the students indicated that learner-interface and learner-self interactions exerted a strong direct influence, emphasising the importance and interconnectedness of the content, the learner-self interactions and the interface, which acted as a gatekeeper to the content. Also seen as a direct influence by the students were the interactivity with the environment and the interactivity with others outside of the class, indicating the presence of a strong connection within their local communities that existed outside the online environment. Interactivity with the lecturer and vicarious interactivity with other learners were viewed as having secondary influence while direct interactions with other learners were deemed to be of lesser influence. An analysis of contributions to four online discussions spaced over the fifteen weeks of the course revealed that little social presence existed among the students in the class. Students used the online forums to post their own ideas and opinions but not to challenge or question the opinions or ideas of others. The study also found that the public and textual nature of the online environment was initially a barrier for students and they feared that their writing would be judged and criticised. Even though students became more comfortable with submitting their opinions to the discussion forums, the writing was formal and little direct interaction took place between students. However, students reported that the opportunity to read others’ opinions strongly supported their own learning. Even though there was little direct learner-learner interaction, students still value and learned from the others in the class. Students reported that they were satisfied with the online learning experience and were able to articulate what they had learned and what types of interactivity had supported them. The students mentioned interactions with their local communities as the strongest support for their learning, following by access to the ideas and opinions of others learners, the availability of the lecturer and the time and place independence of the online environment. The findings of this study demonstrate that motivated adult learners choose the types of interactivity that will help them succeed. Although the learners in this study were new to online learning and found some aspects unfamiliar and initially problematic, they developed strong structures within their local communities that supported them academically, emotionally and technically as they participated in the online course. Although learner-learner interactivity was not strong and social presence was low, students still felt satisfied with the experience and perceived that they had learned.Thesis (PhD Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Faculty of Education
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Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.
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Knöös, Johanna y Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.
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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learners has mostly beencarried out using a quantitative approach. While quantitative methodologies are effective inhandling the large amount of data produced by MOOCs, qualitative methods can give deeperinsights into online learners’ motivations. Therefore, this thesis employs an explanatorysequential mixed methods research, in which sentiment analysis and topic modeling of learnerreviews from the platform Coursera are further explained by qualitative interviews with MOOClearners. In the study 28,000 reviews scraped from five courses within the fields of data sciencewere analyzed and ten interviews were held with learners who either completed, dropped outfrom or both completed and dropped out from a MOOC. In the quantitative analysis nine coursefactors were found that learners wrote about: content, delivery, assessment, learning experience,tools, video material, teaching style, instructor skills and course provider. In addition, eighteenthemes were yielded from the interviews: self-discipline, just for fun, certificates, personaldevelopment, knowledge, career, time, equipment, practical exercise, interaction, instructor,reality, structure, external material, cost, community, degree of difficulty and other. In thediscussion the empirical findings are reflected upon using the theoretical framework of theresearch and the literature review. The result does not reveal any differences in motivationsbetween learners who completed a course and those who dropped out, however, it does identifyfactors that caused learners’ to drop out and the topics that most negative learner reviews wereabout. This research contributes to the body of knowledge in the field of research on MOOClearner retention and motivations. The topic is relevant for research in education informaticsand for continued improvements in delivery of MOOCs.
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Harrison, Patricia Audrey. "How the HR professional learns to practice : a 'novice learner' perspective". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634207.
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The aim of this thesis is to discover how novice Human Resource (HR) professionals learn to practice. In addressing this aim, the thesis evaluated what processes supported and hindered the development of HR professional practice and explored if there was a relationship between the methods experienced while learning and, subsequent, professional development. The grounded theory method with a longitudinal, relativism, case study approach was adopted for the research. The research design involved a comprehensive review of the literature on professional practice and knowledge. The study followed the careers of five novice HR professionals which involved annual meetings with them and their manager over a period of three years, thus resulting in 30 in-depth interviews. The literature demonstrated the tensions for HR generally and, particularly, in terms of its status as a profession, with it being deemed by some to be an occupation (Caldwell 2003) or semi-profession (Hodson and Sullivan 2012). Furthermore, a critical feature of professions is the development of both explicit and tacit knowledge owing to them being what Eraut (2003:61) term an "applied field". A conceptual model was developed by the author to capture these points in the context of professional development for the novice. This research found a difference in professional development of novice HR professionals who were fully supported. Of the five participants in the research, two of them achieved greater professional development. This appeared to be attributable to five factors (role, management, organisation, personal and professionalism). The author has used these factors to build a professional development framework that may be helpful in cultivating HR practice. The research makes an important contribution in understanding the nature of tacit and explicit knowledge plus professional development within the context of a profession. Furthermore, contributions are made for the development of novice HR practitioners by developing a unifying, practical professional development framework. The fram,ework has been specifically designed as a 'practical tool to be utilised by managers and/or novice HR professionals. The study also highlights avenues for future research and suggests practical implications for both the HR professional body and Higher Education.
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Snyder, Aaron W. "Becoming an Altruistic Learner". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5273.
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This master’s thesis is a qualitative research project that explored the transformation of multiple individuals who initially learned for self-interested purposes, but later had a shift in their desire to learn so as to benefit others. The author collected rich narratives that described this phenomenon and provided insight into the following question: what is the experience of a learner who transitions from learning out of self-interest to learning out of altruistic purposes? The author found the following five major themes across six participants as they transitioned to more altruistic learning: humility, self-efficacy, resources, success and agency. These themes give insight into the shift of an altruistic learner’s perspective as they shifted from self-interested desires to altruistic desires. In doing so, these learners find the most significant meaning in learning by helping influence the recipient in a meaningful way and not just accomplishing the task. The implications of this research can better help educators understand principles of altruistic learning and thereby create opportunities for others to become altruistic learners.
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CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.
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Williams-Shakespeare, Eraldine. "Talk Matters: Graduate Students’ Perceptions of Online Learner-Learner Interaction Design and Experiences". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7717.
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This study explored the design of learner-learner activities including types of pedagogy and media in online courses and graduate students’ perceptions of social interaction, cognitive learning and overall satisfaction. Data collection and analysis involved both quantitative and qualitative methods following a Sequential Explanatory Model. Data instruments include a modified version of the Community of Inquiry (CoI) Survey version 14b (Swan, Shea, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008), a Rubric for Assessing Interactive Qualities of Distance Learning Courses (Roblyer, 2004), and a semi-structured interview protocol.
A total of 106 graduate students participated in the survey. Twelve of the participants were also interviewed. Six online courses were reviewed and the six instructors who taught them as well as the 12 interviewees who took the courses were asked to complete the Roblyer’s (2004) Rubric. Data was collected and analyzed across 4 phases. Quantitative data were analyzed using SPSS software to compute descriptive statistics to include frequencies Pearson Correlation and Regression analysis. Qualitative data was analyzed through a process of open then thematic coding. Some qualitative data were quantitized. Results from each data set were triangulated in the final phase of data analysis.
Frequency results from the survey indicated that less than half of the participants experienced Group Work and Synchronous Class Seminars in online courses and that asynchronous interactions through discussion were more common when compared to synchronous interactions. Graduate students who experienced opportunities for learner-learner interaction found them to be useful and of value in providing them with a broader perspective on the issues covered. Online courses include a variety of activity types that support learner-learner activities and these activities were spread across programs and courses.
Results of Pearson correlation showed positive associations between cognitive (r=.687), social (r=.602) and teaching (r=.562) presence and satisfaction. Regression analysis indicated that facilitation (teaching presence), affective expression and group cohesion (social presence) and resolution (cognitive presence) were strong predictors of satisfaction. Overall, cognitive presence (R2.537) explained the most variance and was the strongest predictor of satisfaction.
Qualitative data results reflect an appreciation for learner-learner interaction. Graduate students reported value gained from having the opportunity to view or listen to the perspectives and experiences of their peers and being able to feel a part of the learning community. A few students however, found learner-learner interaction was not helpful, useful or meaningful. Fifty percent of participants in this study reported taking online classes as a matter of necessity and not preference, and almost half the participants (48%) preferred to work alone. Interestingly however, only less than 15% of participants expressed dislike for learner-learner interaction. Challenges with group work were the most pronounced of those reported. Students had positive perceptions of the course design, reporting coherent and structured courses. Instructor role also received positive reviews with students highlighting the quality and level of feedback received.
The results of this study have important implications for online teaching and learning research, online course design, and theory development. The study shows that graduate students benefit from learner-learner interactions and that more importantly they are aware of the relationship between course design, learner-learner interaction and online learning. The results of this study also have implications for the design and delivery of online courses that seek to ensure collaborative learning through learner-learner interaction with the intent of strengthening both social and cognitive presence through the incorporation of social and instructional interaction opportunities.
This study provides a rich quantitative and qualitative exploration of firsthand information on graduate students’ experience and perception of the design for a variety of learner-learner activities and their value in contributing to their learning in online courses. These perceptions provide support for improvements to the way opportunities for learner-learner interaction are developed and managed in the online environment.
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Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.
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Doctor of PhilosophyDepartment of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
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Boweni, Gaopotlake Puxley. "The structure and functions of a prefect system in primary schools predominantly attended by black learners / G.P. Boweni". Thesis, North-West University, 2005. http://hdl.handle.net/10394/840.
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The purpose of this research was to investigate the structure and function of a
prefect system in primary schools predominantly attended by black learners. It is
the wish of learners to partake fully in school governance to bring about desirable
changes within the education system. The riots that broke out in 1976, proved
beyond doubt that learners no longer wished to be onlookers in the system, but to
actively take part in stabilising it for their own future.
In the past, learners who served in the prefect council were randomly chosen and
elected by the principal and the staff. This was done in isolation of the learners in
the school. Favouritism and popularity were the main features for a learner to be
elected. At any given moment during the course of the year, a member of the
council who did not perform according to the principles as set out by staff
members, was sacked and replaced by anybody who they felt would do a better
job.
The democratic government that was voted for in 1996 brought about drastic
changes within the education system. Unlike in the past, where learners were
omitted as part of education stakeholders, the present government gives due
consideration to learners' inputs and ideas.
Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were
passed to accommodate the needs and aspirations of learners. In terms of
section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a
prefect system where necessary. The latter statement urged the compilation of
this research to bring primary schools predominantly attended by black learners
on par with their white counterparts who still make use of the prefect system.
The procedure for establishing an effective structure for SRC's in secondary
schools is applicable in primary schools as well. The system for the election,
nomination and voting in secondary schools can be applied in primary schools as
well. The functions of a prefect system that included, among others, monitoring of
both educators and learners outside the school premises, have been replaced by
functions that lead to the creation of an educative environment within the school.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Sitoyi, Zandisile Mawethu. "Teacher and learner experiences of violence in a cape flats school, Western Cape". University of the Western Cape, 2020. http://hdl.handle.net/11394/7957.
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Magister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess.
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Johnson, Matthew David. "Learners' self-assessment and metacognition when using an open learner model with drill down". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8590/.
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Metacognition is ‘thinking on thinking’. It is important to educational practices for learners/teachers, and in activities such as formative-assessment and self-directed learning. The ability to perform metacognition is not innate and requires fostering, and self-assessment contributes to this. Literature suggests proven practices for promoting metacognitive opportunities and ongoing enquiry about how technology best supports these. This thesis considers an open learner model (OLM) with a drill-down approach as a method to investigate support for metacognition and self-assessment. Measuring aspects of metacognition without unduly influencing it is challenging. Direct measures (e.g. learners ‘thinking-aloud’) could distort/disrupt/encourage/effect metacognition. The thesis develops methods to evaluate aspects of metacognition without directly affecting it, relevant to future learning-analytics research/OLM design. It proposes a technology specification/implementation for supporting metacognition research and highlights the relevance of using a drill-down approach. Using measures that correspond to post-hoc learner accounts, this thesis identifies a baseline of student activity that is consistent with important regulation of cognition tasks and students’ specific interest in problems. Whilst this does not always influence self-assessment accuracy, students indicating their self-assessment ability can be used as a proxy measure to identify those who will improve. Evidence supports claims that OLMs remain relevant in metacognition research.
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Hakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study". Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.
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Abstract. Interaction and communication have received remarkable attention within SLA research in recent years. The sociocultural learning approach implemented in Finnish comprehensive schools through the national curriculum also emphasises interaction and communication as key concepts in all learning. Thus, this qualitative, empirical case study investigates what role van Lier’s Interaction Types (1988) have in EFL learners’ willingness to communicate (WTC) in the language of the lesson, as well as EFL learners’ WTC in relation to the learners’ identities. The latter will be studied applying Zimmerman’s identity categories (1998). The participants of this study were two groups of 9th-graders in a Finnish comprehensive school, and the data was collected during two, 75-minute English as a Foreign Language (EFL) lessons using non-participatory observation. The analysis showed that WTC varies depending on the interaction type, but also that a variety of situational aspects within these categories, such as access to vocabulary in the second language and problematic situations, influence learners’ WTC. In addition, the analysis showed that when learners identify themselves as pupils, they show WTC in the language of the lesson, whereas if the learners communicate as themselves, they show WTC in their first language. It appears that the pupils’ selves are thus separate from their pupil and language learner identities. Possible practical implications stemming from this are encouraging the pupils to use English as themselves, with the language skills they have, but also providing them with appropriate tools to practice the language, such as providing access to appropriate vocabulary and giving enough time to prepare for tasks to come.Tiivistelmä. Vuorovaikutus ja kommunikaatio ovat saaneet merkittävää huomiota toisen kielen oppimista tutkivilla tieteenaloilla. Osana valtakunnallista opetussuunnitelmaa Suomen peruskouluissa noudatetaan sosiokulttuurista oppimiskäsitystä, joka painottaa vuorovaikutuksen ja kommunikoinnin merkitystä oppimisessa. Tämä laadullinen, empiirinen tapaustutkimus tutkiikin englantia vieraana kielenä opiskelevien oppilaiden kielenkäyttöä oppitunneilla, erityisesti sitä, minkälainen yhteys on oppilaiden halukkuudella kommunikoida oppitunnin kielellä (WTC) ja van Lierin vuorovaikutustyypeillä (1988). Tämän lisäksi tutkimus pyrkii Zimmermanin identiteettityyppejä (1998) hyödyntämällä selvittämään, onko oppilaiden muuttuvilla identiteeteillä yhteys heidän halukkuuteensa kommunikoida. Tutkimukseen osallistui kaksi yhdeksäsluokkalaista ryhmää Suomalaisesta peruskoulusta, ja tutkimusaineisto kerättiin kahden 75-minuuttisen englanninkielen oppitunnin aikana havainnoimalla, osallistumatta oppitunnin kulkuun. Analyysissa ilmeni, että oppilaiden halukkuus kommunikoida vaihteli riippuen vuorovaikutustyypistä. Vuorovaikutustyyppien sisällä ilmeni lisäksi tekijöitä, kuten sanalistan käyttö ja ongelmalliset tilanteet, jotka vaikuttivat kommunikointikieleen. Tämän lisäksi havaittiin, että oppilaat osoittivat halukkuutta kommunikoida tunnin kielellä, jos he identifioivat itsensä oppilaiksi, kun taas kommunikoidessaan omina itsenään oppilaat kommunikoivat äidinkielellään. Vaikuttaa siis siltä, että oppilaiden minä on erillään heidän oppilas- ja kielenoppijan identiteeteistään. Mahdollisia käytännön seuraamuksia tästä on rohkaista oppilaita käyttämään englannin kieltä omina itsenään hyödyntäen juuri sitä kielitasoa, joka heillä on, sekä tarjota heille sopivat välineet kielen harjoittamiseen. Tällaisia välineitä tämän tutkimuksen perusteella ovat esimerkiksi sopivien sanalistojen tarjoaminen oppilaiden käyttöön sekä riittävä aika valmistautua tuleviin aktiviteetteihin.
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Katai, Reuben Shekwonyadu. "Learner-identitiy and classroom engagement : negotiating adverse learner-identifications using a Freirean education approach". Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730874.
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Neal, Diane A. "Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.
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Darby, Douglas. "Differentiation: A Taxonomy of Online Learner Types in Higher Education". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505153/.
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Online learning is no longer considered novel within higher education. It has emerged as an accepted distinct channel and environment for instructional engagement. There is a notable deficit of works and theoretical constructs specifically addressing the identification and differentiation of online learner types and examining them as a distinct system within the learning environment. Learning effectiveness within an online instructional environment is affected by the individual student engaged in the instruction. The instructional experience of the learner is determined by their individual perceptions of and reactions to both internal and external factors. Therefore, it is critical to address the online learner holistically as a stand-alone systemic dimension of the online learning environment to truly understand their differentiating behaviors, motives, characteristics, and dynamics. The study classified and articulated the distinctive types of learners engaged in online instruction within the higher education context based on the key dynamics, factors, and influencers of the individual in order to provide a more comprehensive understanding of the individuals engaged in learning. Additionally, the study generated a new theoretical model, the taxonomy of online learner types (TOLT) to provide unique insights into the different types of learners and serve as an essential step towards developing awareness and facilitating deeper investigations in the future.
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Paquette, Kyle. "Examining Learner-Centered Coach Education". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.
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At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging findings, coach education can be significant in its contribution to coach development when coaches are addressed as learners and their unique learning needs and orientations are recognized and prioritized. Indeed, the conversation has shifted to the application of learner-centered (LC) approaches. The purpose of this doctoral dissertation was twofold: to explore the contribution of using the LC theory, including a well-established learner-centered teaching (LCT) framework, to support coach education; and to examine the LC initiatives of a coach education program. An immersion in the LC literature was followed by the collection of multiple sources of data: program documents (n = 5), coach survey data, in-depth participant interviews (coach development administrators, n = 14; learning facilitators, n = 6; coaches, n = 10), and audio-visual material. Program documents (449 pages) were analyzed using a summative content analysis (Hsieh & Shannon, 2005) based on Blumberg’s (2009) LCT framework, and the interview transcripts (521 single-spaced pages) were analyzed using thematic analysis (Braun, Clarke, & Weate, 2016). The findings are presented in three articles and an additional findings section. The first article presents a theoretical overview of the LC literature linked to current perspectives and issues in coach education, including validated framework for facilitating LC change and assessment. The second article looks at the evolution and current LC status of Canada’s golf coach education program, a distinguished program within the Canadian sport system. The third article, using composite vignettes, presents the coaches’ and learning facilitators’ perception of their experiences participating in the LC designed program. In the additional findings, the CDAs’ biographies and perceptions of their experiences participating and contributing to the design of the program are presented along with the challenges they faced. The main points from the findings in this dissertation are as follows: (a) given the strong conceptual links and evidence-based foundation, LCT offers a coherent and sensible framework to guide the study and design of coach education; (b) there were lessons to be learned when looking at the history and evolution of the coach education program; (c) the creation and implementation of LC program benefitted from leaders who understood and subscribed to a constructivist view of learning; (d) the LCT approaches were dependent on the role and effectiveness of the learning facilitators; (e) coaches’ and facilitators’ perceptions of LCT approaches and engagement in the program varied according to their cognitive structures, specifically their learning orientation; and (f) more broadly, the program’s impact and effectiveness was influenced by the dynamic and complex interplay between the program design, delivery, and coach engagement. The findings contribute to the emerging body of literature on the use of constructivist learning principles to support coach education; they provide scholars and practitioners with a robust framework to guide the study, design, delivery, and assessment of LC coach education; and they share the exemplary efforts, experiences, and challenges of a sport federation who successfully adopted a high degree of LCT within its coach education program. Finally, based on the findings and the coach education and LC literatures, a fourth article is presented in the discussion that offers a collection of practical recommendations for CDAs to support LC coach education.
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Paiva, Ana Maria Severino de Almeida e. "Dynamic user and learner modeling". Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309025.
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Mercer, Sarah Jane. "Exploring EFL Learner Self-Concept". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.
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Wong, David M. Eng (David Y. ). Massachusetts Institute of Technology. "Build your own deep learner". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113452.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 63-64).
BYODL is a framework for building deep learning-based mobile apps to solve domain-specific image recognition problems. Domain-specific image recognition problems are challenging due to lack of labeled data - few have the expertise to assign labels to the images. By using the mobile app to collect data, our framework speeds up the process of improving the model's performance and makes the updated version readily available to app users. By handling the details of setting up the infrastructure and the mobile app boilerplate, BYODL helps users produce a functional image recognition app in a matter of hours instead of months. We designed BYODL with an eye towards customizability, simplicity, and efficiency, which led to interesting implementation challenges and design trade-offs. In this thesis, we present the motivations for BYODL, discuss aspects of its design and implementation, and report on its use cases in the real world.
by David Wong.
M. Eng.
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Nesselhauf, Nadja. "Collocations in a learner corpus /". Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb40079494c.
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Cook, Ronald William. "MOOClm: Learner Modelling for MOOCs". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17023.
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Massively Open Online Learning systems, or MOOCs, generate enormous quantities of learning data. Analysis of this data has considerable potential benefits for learners, educators, teaching administrators and educational researchers. How to realise this potential is still an open question. This thesis explores use of such data to create a rich Open Learner Model (OLM). The OLM is designed to take account of the restrictions and goals of lifelong learner model usage. Towards this end, we structure the learner model around a standard curriculum-based ontology. Since such a learner model may be very large, we integrate a visualisation based on a highly scalable circular treemap representation. The visualisation allows the student to either drill down further into increasingly detailed views of the learner model, or filter the model down to a smaller, selected subset. We introduce the notion of a set of Reference learner models, such as an ideal student, a typical student, or a selected set of learning objectives within the curriculum. Introducing these provides a foundation for a learner to make a meaningful evaluation of their own model by comparing against a reference model. To validate the work, we created MOOClm to implement this framework, then used this in the context of a Small Private Online Course (SPOC) run at the University of Sydney. We also report a qualitative usability study to gain insights into the ways a learner can make use of the OLM. Our contribution is the design and validation of MOOClm, a framework that harnesses MOOC data to create a learner model with an OLM interface for student and educator usage.
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Millar, Neil. "The processing of learner collocations". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547979.
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Ivarsson, Daniel y Fredrik Pihl. "Learner responsibility in the English classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.
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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.
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Tabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.
Texto completoResumen
This thesis aims to identify the learning styles and strategies of students, to
check whether there are significant differences in the learning style and strategy
preferences between male and female learners, and investigate whether there is a
relationship between students’
learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&
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perceptual learning style preferences and the other was used to identify students&
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learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&
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major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &
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visual styles had a significant relation with affective strategies
&
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auditory styles had significant relationships with memory, cognitive, affective, and social strategies
&
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there was a significant relationship between the individual learning style and compensation strategies. &
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none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.
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Mäkinen, Nordquist Gustaf. "Communication in an online learning environment : A social perspective on developing learner to learner communication". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10435.
Texto completoResumen
The current learning management systems do not enable the students to communicate both course related and social information in a satisfactory manner. This might put the students at risk of feeling isolated, but there is also a risk it might decrease the students results. This research aims to examine why students are unsatisfied with the communication in LMSs and to provide knowledge and a suggestion of a system design that enables the students to interact satisfactory. The participants in the study were found to be unsatisfied with the separation of synchronous and asynchronous communication functions. Both functions has benefits, but they should be incorporated in one function. Neither did the LMS notify the students about other students participation in discussion, nor tasks performed in the system. Moreover, this research follows a design science process that combines the soft systems methodology and the unified process to develop new knowledge and artefacts that are used as suggestion for action to improve the situation. A system design is proposed that combines asynchronous and synchronous communication while also include a mechanism for notify the students of each others activities in the system.
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Palfreyman, David. "The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution". Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344149.
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Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.
Texto completoResumen
Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.
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Dellenlöv, Johanna y Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.
Texto completoResumen
In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.