Дисертації з теми "Higher level learning"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Higher level learning".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Jia, Chen. "Higher-level learning in an electrical engineering linear systems course." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19171.
Повний текст джерелаElectrical and Computer Engineering
Steven Warren
Linear Systems (a.k.a., Signals and Systems) is an important class in an Electrical Engineering curriculum. A clear understanding of the topics in this course relies on a well-developed notion of lower-level mathematical constructs and procedures, including the roles these procedures play in system analysis. Students with an inadequate math foundation regularly struggle in this class, as they are typically able to perform sequences of the underlying calculations but cannot piece together the higher-level, conceptual relationships that drive these procedures. This dissertation describes an investigation to assess and improve students’ higher-level understanding of Linear Systems concepts. The focus is on the topics of (a) time-domain, linear time-invariant (LTI) system response visualization and (b) Fourier series conceptual understanding, including trigonometric Fourier series (TFS), compact trigonometric Fourier series (CTFS), and exponential Fourier series (EFS). Support data, including exam and online homework data, were collected since 2004 from students enrolled in ECE 512 - Linear Systems at Kansas State University. To assist with LTI response visualization, two online homework modules, Zero Input Response and Unit Impulse Response, were updated with enhanced plots of signal responses and placed in use starting with the Fall 2009 semester. To identify students’ conceptual weaknesses related to Fourier series and to help them achieve a better understanding of Fourier series concepts, teaching-learning interviews were applied between Spring 2010 and Fall 2012. A new concept-based online homework module was also introduced in Spring 2011. Selected final exam problems from 2007 to 2012 were analyzed, and these data were supplemented with detailed mid-term and final exam data from 77 students enrolled in the Spring 2010 and Spring 2011 semesters. In order to address these conceptual learning issues, two frameworks were applied: Bloom’s Taxonomy and APOS theory. The teaching-learning interviews and online module updates appeared to be effective treatments in terms of increasing students’ higher-level understanding. Scores on both conceptual exam questions and more traditional Fourier series exam questions were improved relative to scores received by students that did not receive those treatments.
Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Повний текст джерелаTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Seifert, Hilary Elizabeth. "Gender Differences, Learning Styles, and Participation in Higher Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2234.
Повний текст джерелаBoyinbode, Olutayo Kehinde. "Towards an interactive mobile lecturing model a higher-level engagement for enhancing learning." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6381.
Повний текст джерелаIncludes bibliographical references.
The use of mobile devices has grown in recent years and has overtaken the proliferation of desktop computers with their dual affordances of small size and easy connectivity in diverse fields. The usage of these devices has not been widespread in higher education. Mobile technology is a new and promising area of research in higher education. The affordance of mobile technologies has prompted their adoption as a means of enhancing face-to-face (f2f) learning. In this thesis, mobile lecturing is presented as a means of achieving mobile learning. The availability of mobile devices has positively enabled the mobile lecturing process. F2f lectures are recorded and distributed as lecture vodcasts using mobile devices. The vodcasts are generated through Opencast Matterhorn and YouTube. Currently, there are few descriptive models of mobile lecturing that can be used to enhance learning in Higher Education Institutions (HEIs). This thesis has several contributions: first I propose a “MOBLEC” theoretical model of mobile lecturing; mobile lecturing represents a new paradigm in mobile learning which enhances students’ engagement with lecture vodcasts to foster deep learning. The second contribution of this thesis is a mobile lecturing tool, MOBILect. MOBILect is developed in HTML5 for cross-platform solution across most mobile devices. This tool enables students to use mobile devices to actively interact with lecture vodcasts and with peers using the vodcast. Finally, I use different case studies to evaluate the MOBLEC model to explore the effectiveness of mobile lecturing in enhancing learning in HEIs. The MOBLEC model is proposed to define mobile lecturing: it describes mobile lecturing as a process resulting from the convergence of mobile technologies, learning engagements and learning interactions. The case studies are evaluative, relying on a group of students to evaluate the MOBLEC by accessing MOBILect. Empirical data was acquired through triangulation method involving focus group discussions, open-ended questions and interviews. All the questions were based on the MOBLEC model. The result of the studies provided positive indicators as to the usefulness and effectiveness of mobile lecturing in engaging students to enhance and foster deep learning. Mobile lecturing, through augmenting and accessing lecture vodcasts on students’ mobile devices anywhere and at any time, with an affordance to comment and respond to comments, has potential for empowering students who might be struggling to understand f2f sessions and the aggregated comments become a valuable educational resource. The thesis also outlines areas for future research work.
Yazici, Ceylan. "Evaluation Of A Computerized Language Learning Architecture At University Level: A Case Study." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610604/index.pdf.
Повний текст джерела, previous students&rsquo
, teachers&rsquo
and administrators&rsquo
point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system&rsquo
s benefits for the students&rsquo
language skills as well as transferable skills such as computer literacy, working collaboratively, and taking responsibility for their own learning. In this case study both qualitative and quantitative data were gathered from four parties: questionnaires from current students, instructors, administrators and faculty students, classroom and language laboratory observation forms, interviews with the current students as well as with faculty students who passed the preparatory school&rsquo
s proficiency exam and were in their freshmen year, studying in their departments. The qualitative data were analyzed using a coding system and quantitative data were analyzed using SPSS and Excel. In general it can be said that there was a positive reaction towards the use of computers in the preparatory program for providing an effective platform for teaching and learning English as well as transferable skills such as computer literacy, taking responsibility for one&rsquo
s own learning and working collaboratively. The materials were found useful and there was a request for similar materials in the other levels of the program. Nevertheless, it was found that students did not really enjoy doing the materials and needed more incentives to complete them. From the instructors&rsquo
and administrators&rsquo
point of view issues of time needed to get familiar with and integrate the materials into the daily teaching, ways of integrating the materials as well as learner and teacher training emerged as a result of the study.
Wilson, Monique. "Level up| A systematic review of the nexus between game-based learning and developmental math education." Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619513.
Повний текст джерелаDevelopmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning.
Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.
Regjo, Kathryn S. "Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.
Повний текст джерелаThe following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture.
Two primary research questions guided the exploration of perceived organizational culture change. The first question focused on how the process of developing and implementing plans to assess student learning at the program level influences the attitudes, behaviors, values, and practices of faculty. The second question considered ways in which the assessment initiative changed or affected the program's organizational culture.
Critical to answering these research questions for each program studied was an understanding of the assessment development and implementation process. Further, it was important to identify and comprehend those decisions perceived most influential on the organizational culture of the program's faculty and administration.
The review of current knowledge supported and focused on research from the following four areas: 1. a basic history of assessment and the role of accreditation; 2. perceived cultural conflicts associated with assessment; 3. institutional interpretations of assessment; and, 4. research on organizational culture and the change process most relevant to higher education.
The researcher used the qualitative method of case study analysis and focused on efforts at three private liberal arts institutions. Selected from each institution were two programs of study that have successfully established learning goals and methods to measure student learning.
Across the three institutions and six programs studied, common themes and unique features emerged relative to the process of assessment development and the elements indicative of organizational culture change. Further, general assertions emerge concerning how the program's efforts affect attributes of organizational culture.
Both faculty and administrators may benefit from the conclusions of the research. Individuals charged with demonstrating academic integrity as well as those involved in the decision-making process regarding measuring student learning may also find the research valuable.
Holmes, Leonard Michael. "Towards a relational perspective on higher-level learning and skill : graduate employability and managerial competence." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006649/.
Повний текст джерелаMestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.
Повний текст джерелаMestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
Palancia
Dalton, Rebecca Marie. "The development of students' mental models of chemical substances and processes at the molecular level /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050721.160759/index.html.
Повний текст джерела"A thesis submitted in fulfilment of the requirements for the award of the degree Doctor of Philosophy from University of Western Sydney" Bibliography : leaves 483-501.
Santhanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.
Повний текст джерелаKatung, Martha. "A study of student attitudes to teaching strategies aimed at encouraging autonomous learning in University level biology." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/5434/.
Повний текст джерелаNxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.
Повний текст джерелаMackay, S. "Interprofessional education : an action learning approach to the development and evaluation of a pilot project at undergraduate level." Thesis, University of Salford, 2002. http://usir.salford.ac.uk/2037/.
Повний текст джерелаDalton, Rebecca Marie, University of Western Sydney, of Science Technology and Environment College, and of Science Food and Horticulture School. "The development of students' mental models of chemical substances and processes at the molecular level." THESIS_CSTE_SFH_Dalton_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/816.
Повний текст джерелаDoctor of Philosophy (PhD)
Loveland, Susan K. "Development and assessment of a chemistry curriculum that addresses learning styles to promote higher level achievement in chemistry /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1621.
Повний текст джерелаThesis advisor: Carol A. Jones. " ... in partial fulfillment of the requirements for the degree of Master of Science in Chemistry." Includes bibliographical references (leaves 42-44).
Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.
Повний текст джерелаThis study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.
Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.
Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.
Chan, Chi-lok, and 陳志樂. "Medium of instruction and students' learning approaches in the subjecteconomics at the post-secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963614.
Повний текст джерелаBangpipob, Savanee. "Graduate Students' Perceptions of the Effectiveness of a Two-Way Audio/Video Distance Learning Session and of Its Effects on Graduate Students' Comfort Level." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279243/.
Повний текст джерелаGrigorescu, Claudia. "Undergraduate Students’ Perceptions of Study Abroad and Their Level of Achievement of Global Learning Outcomes." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1842.
Повний текст джерелаEsmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.
Повний текст джерелаThis Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.
The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.
This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.
Ewing, John C. "Teaching techniques, and cognitive level of discourse, questions, and course objectives, and their relationship to student cognition in College of Agriculture class sessions." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154989421.
Повний текст джерелаOxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.
Повний текст джерелаSlavicz, Susan Bennett. "Building a Professional Learning Community at the University Level: A Case Study of an Information Fluency Initiative." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/486.
Повний текст джерелаThomas, Lorraine Sarah. "A Masters level teaching profession : a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3769/.
Повний текст джерелаBeggiato, Matthias. "Changes in motivational and higher level cognitive processes when interacting with in-vehicle automation." Doctoral thesis, Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-167333.
Повний текст джерелаViele Aufgaben, die ehemals von Menschen ausgeführt wurden, werden heute von Maschinen übernommen. Dieser Prozess der Automatisierung betrifft viele Lebensbereiche von Arbeit, Wohnen, Kommunikation bis hin zur Mobilität. Im Bereich des Individualverkehrs wird die Automatisierung von Fahrzeugen als Möglichkeit gesehen, zukünftigen Herausforderungen wirtschaftlicher, gesellschaftlicher und umweltpolitischer Art zu begegnen. Allerdings verändert Automatisierung die Fahraufgabe und die Mensch-Technik Interaktion im Fahrzeug. Daher können beispielsweise erwartete Sicherheitsgewinne automatisch agierender Assistenzsysteme durch Veränderungen im Verhalten des Fahrers geschmälert werden, was als Verhaltensanpassung (behavioural adaptation) bezeichnet wird. Dieses Dissertationsprojekt untersucht motivationale und höhere kognitive Prozesse, die Verhaltensanpassungen im Umgang mit automatisierten Fahrerassistenzsystemen zugrunde liegen. Motivationale Prozesse beinhalten die Entwicklung von Akzeptanz und Vertrauen in das System, unter höheren kognitiven Prozessen werden Lernprozesse sowie die Entwicklung von mentalen Modellen des Systems und Situationsbewusstsein (Situation Awareness) verstanden. Im Fokus der Untersuchungen steht das Fahrerassistenzsystem Adaptive Cruise Control (ACC) als ein Beispiel für Automatisierung im Fahrzeug. ACC regelt automatisch die Geschwindigkeit des Fahrzeugs, indem bei freier Fahrbahn eine eingestellte Wunschgeschwindigkeit und bei einem Vorausfahrer automatisch ein eingestellter Abstand eingehalten wird. Allerdings kann ACC aufgrund von Einschränkungen der Sensorik nicht jede Situation bewältigen, weshalb der Fahrer übernehmen muss. Für diesen Interaktionsprozess spielen Vertrauen, Akzeptanz und das mentale Modell der Systemfunktionalität eine Schlüsselrolle, um einen sicheren Umgang mit dem System und ein adäquates Situationsbewusstsein zu entwickeln. Zur systematischen Erforschung dieser motivationalen und kognitiven Prozesse wurden eine Fahrsimulatorstudie und ein Versuch im Realverkehr durchgeführt. Beide Studien wurden im Messwiederholungsdesign angelegt, um dem Prozesscharakter gerecht werden und Veränderungen über die Zeit erfassen zu können. Die Entwicklung von Vertrauen, Akzeptanz und mentalem Modell in der Interaktion mit ACC war zentraler Forschungsgegenstand beider Studien. Bislang gibt es wenige Studien, die kognitive Prozesse im Kontext der Fahrzeugführung untersucht haben, unter anderem auch wegen methodischer Schwierigkeiten in diesem dynamischen Umfeld. Daher war es ebenfalls Teil dieses Dissertationsprojekts, neue Methoden zur Erfassung höherer kognitiver Prozesse in dieser Domäne zu entwickeln, mit Fokus auf mentalen Modellen und Situationsbewusstsein. Darüber hinaus wurde auch ein neuer Ansatz für die Analyse großer und heterogener Datenmengen im sozialwissenschaftlichen Bereich entwickelt, basierend auf dem Einsatz relationaler Datenbanken. Ziel der der Fahrsimulatorstudie war die systematische Erforschung des Effekts von unterschiedlich korrekten initialen mentalen Modellen von ACC auf die weitere Entwicklung des mentalen Modells, Vertrauen und Akzeptanz des Systems. Eine Stichprobe von insgesamt 51 Probanden nahm an der Studie teil; der Versuch wurde als zweifaktorielles (3x3) gemischtes Messwiederholungsdesign konzipiert. Die 3 parallelisierten Versuchsgruppen zu je 17 Personen erhielten (1) eine korrekte Beschreibung des ACC, (2) eine idealisierte Beschreibung unter Auslassung auftretender Systemprobleme und (3) eine überkritische Beschreibung mit zusätzlichen Hinweisen auf Systemprobleme, die nie auftraten. Alle Teilnehmer befuhren insgesamt dreimal im Zeitraum von sechs Wochen dieselbe 56 km lange Autobahnstrecke im Fahrsimulator mit identischem ACC-System. Mit zunehmendem Einsatz des ACC zeigte sich im anfänglich divergierenden mentalen Modell zwischen den Gruppen eine Entwicklung hin zum mentalen Modell der korrekt informierten Gruppe. Nicht erfahrene Systemprobleme tendierten dazu, im mentalen Modell zu verblassen, wenn sie nicht durch Erfahrung reaktiviert wurden. Vertrauen und Akzeptanz stiegen stetig in der korrekt informierten Gruppe. Dieselbe Entwicklung zeigte sich auch in der überkritisch informierten Gruppe, wobei Vertrauen und Akzeptanz anfänglich niedriger waren als in der Bedingung mit korrekter Information. Verschwiegene Systemprobleme führten zu einer konstanten Abnahme von Akzeptanz und Vertrauen ohne Erholung in der Gruppe mit idealisierter Beschreibung. Diese Resultate lassen darauf schließen, dass Probleme automatisierter Systeme sich nicht zwingend negativ auf Vertrauen und Akzeptanz auswirken, sofern sie vorab bekannt sind. Bei jeder Fahrt führten die Versuchsteilnehmer zudem kontinuierlich eine visuell beanspruchende Zweitaufgabe aus, die Surrogate Reference Task (SURT). Die Frequenz der Zweitaufgabenbearbeitung diente als objektives Echtzeitmaß für das Situationsbewusstsein, basierend auf dem Ansatz, dass situationsbewusste Fahrer die Zuwendung zur Zweitaufgabe reduzieren wenn sie potentiell kritische Situationen erwarten. Die Ergebnisse zeigten, dass die korrekt informierten Fahrer sich potentiell kritischer Situationen mit möglichen Systemproblemen bewusst waren und schon im Vorfeld der Entstehung die Zweitaufgabenbearbeitung reduzierten. Teilnehmer ohne Informationen zu auftretenden Systemproblemen wurden sich solcher Situationen erst nach dem ersten Auftreten bewusst und reduzierten in entsprechenden Szenarien der Folgefahrten die Zweitaufgabenbearbeitung. Allerdings sanken Vertrauen und Akzeptanz des Systems aufgrund der unerwarteten Probleme. Erwartete, aber nicht auftretende Systemprobleme tendierten dazu, im mentalen Modell des Systems zu verblassen und resultierten in vermindertem Situationsbewusstsein bereits in der zweiten Fahrt. Im Versuch unter Realbedingungen wurden der Lernprozesses sowie die Entwicklung des mentalen Modells, Vertrauen und Akzeptanz von ACC im Realverkehr erforscht. Ziele waren die statistisch/mathematische Modellierung des Lernprozesses, die Bestimmung von Zeitpunkten der Stabilisierung dieser Prozesse und wie sich reale Systemerfahrung auf das mentale Modell von ACC auswirkt. 15 Versuchsteilnehmer ohne ACC-Erfahrung fuhren ein Serienfahrzeug mit ACC insgesamt 10-mal auf der gleichen Strecke in einem Zeitraum von 2 Monaten. Im Unterschied zur Fahrsimulatorstudie waren alle Teilnehmer korrekt über die ACC-Funktionen und Funktionsgrenzen informiert durch Lesen der entsprechenden Abschnitte im Fahrzeughandbuch am Beginn der Studie. Die Ergebnisse zeigten, dass der Lernprozess sowie die Entwicklung von Akzeptanz und Vertrauen einer klassischen Lernkurve folgen – unter der Bedingung umfassender vorheriger Information zu Systemgrenzen. Der größte Lernfortschritt ist am Beginn der Interaktion mit dem System sichtbar und daher sollten Hilfen (z.B. durch intelligente Tutorsysteme) in erster Linie zu diesem Zeitpunkt gegeben werden. Eine Stabilisierung aller Prozesse zeigte sich nach der fünften Fahrt, was einer Fahrstrecke von rund 185 km oder 3,5 Stunden Fahrzeit entspricht. Es zeigten sich keine Einbrüche in Akzeptanz, Vertrauen bzw. dem Lernprozess durch die gemachten Erfahrungen im Straßenverkehr. Allerdings zeigte sich – analog zur Fahrsimulatorstudie – auch in der Realfahrstudie ein Verblassen von nicht erfahrenen Systemgrenzen im mentalen Modell, wenn diese nicht durch Erfahrungen aktiviert wurden. Im Hinblick auf die Validierung der neu entwickelten Methoden zur Erfassung von mentalen Modellen und Situationsbewusstsein sind die Resultate vielversprechend. Die Studien zeigen, dass mit dem entwickelten Fragebogenansatz zur Quantifizierung des mentalen Modells Einblicke in Aufbau und Entwicklung mentaler Modelle gegeben werden können. Der implizite Echtzeit-Messansatz für Situationsbewusstsein im Fahrsimulator zeigt sich ebenfalls sensitiv in der Erfassung des Bewusstseins von Fahrern für potentiell kritische Situationen. Inhaltlich zeigen die Studien die nachhaltige Relevanz des initialen mentalen Modells für den Lernprozess sowie die Entwicklung von Situationsbewusstsein, Akzeptanz, Vertrauen und die weitere Ausformung eines realistischen mentalen Modells der Möglichkeiten und Grenzen automatisierter Systeme. Aufgrund dieser Relevanz wird die Einbindung und Kontrolle des initialen mentalen Modells in Studien zu automatisierten Systemen unbedingt empfohlen. Die Ergebnisse zeigen zwar, dass sich auch unvollständige bzw. falsche mentale Modelle durch Erfahrungslernen hin zu einer realistischen Einschätzung der Systemmöglichkeiten und -grenzen verändern, allerdings um den Preis sinkenden Vertrauens und abnehmender Akzeptanz. Idealisierte Systembeschreibungen ohne Hinweise auf mögliche Systemprobleme bringen nur anfänglich etwas höheres Vertrauen und Akzeptanz. Das Erleben unerwarteter Probleme führt zu einem stetigen Abfall dieser motivationalen Faktoren über die Zeit. Ein alleiniges Versuchs-Irrtums-Lernen für den Umgang mit automatisierter Assistenz im Fahrzeug ohne zusätzliche Information wird daher als nicht ausreichend für die Entwicklung stabilen Vertrauens und stabiler Akzeptanz betrachtet. Wenn das initiale mentale Modell den Erfahrungen entspricht, entwickeln sich Akzeptanz und Vertrauen gemäß einer klassischen Lernkurve – trotz erlebter Systemgrenzen. Sind diese potentiellen Probleme vorher bekannt, führen sie nicht zwingend zu einer Reduktion von Vertrauen und Akzeptanz. Auch zusätzliche überkritische Information vermindert Vertrauen und Akzeptanz nur am Beginn, aber nicht langfristig. Daher sollen potentielle Probleme in automatisierten Systemen nicht in idealisierten Beschreibungen verschwiegen werden – je präzisere Information gegeben wird, desto besser im langfristigen Verlauf. Allerdings tendieren nicht erfahrene Systemgrenzen zum Verblassen im mentalen Modell. Daher wird empfohlen, Nutzer regelmäßig an diese Systemgrenzen zu erinnern um die entsprechenden Facetten des mentalen Modells zu reaktivieren. In automatisierten Systemen integrierte intelligente Tutorsysteme könnten dafür eine Lösung bieten. Im Fahrzeugbereich könnten solche periodischen Erinnerungen an Systemgrenzen in Multifunktionsdisplays angezeigt werden, die mittlerweile in vielen modernen Fahrzeugen integriert sind. Diese Tutorsysteme können darüber hinaus auch auf die Präsenz eingebauter automatisierter Systeme hinweisen und deren Vorteile aufzeigen
Valdivia, Cynthia L. "Elitism revisited : a survey of diversity in college-level forensics programs." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2311.
Повний текст джерелаKan, Mei, and 簡微. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38709156.
Повний текст джерелаMcGlamery, Sheryl L. "Personality Type and Question Preference of College Level Students." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/692.
Повний текст джерелаWalker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.
Повний текст джерелаBoag, Brian T. "The role of the programme team in the implementation of policy at institutional level : a case study in the UHI Millennium Institute." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3027.
Повний текст джерелаWigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
Повний текст джерелаSpicer-Sutton, Jama, James Lampley, and Donald W. Good. "Self-Assessment and Student Improvement in an Introductory Computer Course at the Community College Level 1." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/283.
Повний текст джерелаBeach, Glenell McKinnon. "An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4005/.
Повний текст джерелаLau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.
Повний текст джерелаBall, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.
Повний текст джерелаEd. D.
Chetty, Preven. "Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017335.
Повний текст джерелаKok, Illasha. "Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1544.
Повний текст джерелаLott, Donalyn L. "Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1460.
Повний текст джерелаIsidora, Votls. "Visoke kognitivne funkcije u nastavi lingvistiĉkih predmeta na tercijarnom nivou obrazovanja." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100344&source=NDLTD&language=en.
Повний текст джерелаThe experience of working with university students has shown that the learning outcomes of linguistic courses are infrequently satisfactory, which is also described in literature worldwide. Teaching philosophy in which students are forced into passives roles is one of the causes since such teaching results in low motivation with memorizing and reproduction of learned materials as the most frequent outcomes of learning. Biggs (1999) develops the concepts of deep and superficial learning approaches which have been declared in the relevant literature as key factors for the quality of learning outcomes. Deep approach to learning correlates with high quality learning outcomes, and is characterized by high motivation, satisfaction with learning and student activity of appropriately high cognitive levels. Higher cognitive functions (Bloom et. al. 1956, Anderson at al. 2001) and related cognitive activities (problem solving, analytical, critical and creative thinking) are the most important goals of higher education since these thinking skills are transferable and therefore represent applicable and functional knowledge. The training and development of the higher cognitive skills enables students to use deep approaches to learning, which is an additional reason to consider them as fundamental teaching goals in all courses in tertiary education. Based on this theoretical framework the main hypothesis and sub-hypothesis were formulated as follows: the use of specially designed practices which activate higher cognitive functions (HCF) will result in acquiring functional knowledge at both theoretical and practical levels; the knowledge gained through such teaching will reflect the use of higher cognitive functions: apply, analyze, evaluate, create, as well as show problem solving skills and critical and creative thinking. To test the hypotheses an experiment was conducted with the first year English language students (N=34) at the Faculty of Legal and Business Studies dr Lazar Vrkatić in Novi Sad. In the parallel groups design, the experimental group (EG) was involved with activities which develop HCFs in the course of Introduction to General Linguistics during the winter semester of the 2012/2013. Quantitative data were collected at the end of the semester (the final test) and compared between the two groups to determine whether the EG scored better results than the control group (CG). This was followed by interviews with five respondents from each group to qualitatively compare the cognitive processes. No statistically significant difference between test results in the two groups was found and so the main hypothesis was rejected. The coded data from the interviews showed an equal number of identified CFs with both groups with similar distribution patterns, thus the sub-hypothesis was also rejected. The absence of better scores of the EG can be explained by some methodological limitations of the experiment, such as the length of the experimental activities, the problem of proof of transfer and the coding of the interview data. Other factors include the existing learning habits of students, the inability to grasp the purpose of studying linguistics, etc. The results of better students were compared to those of the weaker ones, which showed that better students are more autonomous, use a greater number of HCFs and string more CFs into a complex response. Qualitative data also showed that better students of the experimental group expressed a change in how they see the world around them and express satisfaction because of studying linguistics. They also string the longest chains of cognitive activities. These findings lead to a conclusion that better students of the EG used deep approaches to learning which resulted in higher quality learning outcomes. In order to achieve conclusive results, a comprehensive long-term multidisciplinary research project should be carried out, since its results would have a significant impact on the quality of learning outcomes in tertiary education.
Bilakhia, Sanjay. "Machine learning for high-level social behaviour." Thesis, Imperial College London, 2016. http://hdl.handle.net/10044/1/59041.
Повний текст джерелаSlosberg, Deborah A. "Practices in Service-Learning that Support Higher Levels of Civic Engagement after Graduation." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308274358.
Повний текст джерелаFonooni, Benjamin. "Robot Learning and Reproduction of High-Level Behaviors." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-87258.
Повний текст джерелаOh, Se Hun. "High-Level Test-Driven Learning Using Web Application and Web Service." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1124.
Повний текст джерелаGreenall, John Patrick. "High-level activity learning and recognition in structured environments." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3231/.
Повний текст джерелаLeung, Shuk-yi Louise. "Students' approaches to learning and understanding in AS level history." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329973.
Повний текст джерелаChesloff, Eric Gordon. "College Leve Inqury Learning's Influence on Later Science Thinking Behavior." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1401.
Повний текст джерелаGrah, Joana Sarah. "Mathematical imaging tools in cancer research : from mitosis analysis to sparse regularisation." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273243.
Повний текст джерелаStensrud, Brian. "FAMTILE: AN ALGORITHM FOR LEARNING HIGH-LEVEL TACTICAL BEHAVIOR FROM OBSERVATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3102.
Повний текст джерелаPh.D.
Department of Electrical and Computer Engineering
Engineering and Computer Science
Computer Engineering
Jagodnik, Kathleen M. "Reinforcement Learning and Feedback Control for High-Level Upper-Extremity Neuroprostheses." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1395789620.
Повний текст джерела