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University of Georgia
1.
Chen, Kuan-Chung.
Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory.
Degree: PhD, Instructional Technology, 2009, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/chen_kuan-chung_200905_phd 
► Self-determination theory has been widely applied to general education and many other fields; however, the application of SDT to the online learning environment is still…
(more)
▼ Self-determination theory has been widely applied to general education and many other fields; however, the application of SDT to the
online learning environment is still in its inception. This study comprehensively tested self-determination theory in two special education
online programs in order to answer the three research questions: 1) What is the primary locus of motivation for students enrolled in an
online course? 2) What is the degree to which the SDT framework can be substantiated in an
online learning environment? 3) What is the relative salience of autonomy, relatedness, and competency on
online learners’ motivation and
learning outcomes?
This study employed a cross-sectional design, and collected
online students’ perceptions of contextual support, need satisfaction, motivation, and
learning outcomes through the pre-test (N = 263) and the post-test (N = 270)
online surveys. Results substantiated much of SDT’s theorizing, including the distinctiveness of the five types of motivation, the existence of self-determination continuum, and the positive effect of contextual support on learner motivation. Additionally, four out of six SDT full models yielded proper fit through structural equation modeling, and all the fitted models substantiated the mediating effect of need satisfaction between need support and self-determination. Lastly, this study found that perceived autonomy, relatedness, and competency synergistically affected
online students’ self-determination. Taken together, it could be argued that SDT is valid and tenable, and can serve as an appropriate framework for addressing learner motivation in the
online learning environment.
This study also found that identified regulation stood out as the primary locus of
online learners’ motivation, and that the relative salience of autonomy, relatedness, and competency varied from categories of motivation and
learning outcomes. Implications for
online learning practitioners were discussed, and recommendations for future studies were proposed. It is hoped that this study inspires more studies to apply self-determination theory, and to examine the interrelationships among contextual support, need satisfaction, learner motivation, and
learning outcomes in the
online learning environment.
Advisors/Committee Members: Robert M. Branch.
Subjects/Keywords: Online Learning
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APA (6th Edition):
Chen, K. (2009). Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chen_kuan-chung_200905_phd
Chicago Manual of Style (16th Edition):
Chen, Kuan-Chung. “Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/chen_kuan-chung_200905_phd.
MLA Handbook (7th Edition):
Chen, Kuan-Chung. “Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory.” 2009. Web. 26 Feb 2020.
Vancouver:
Chen K. Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/chen_kuan-chung_200905_phd.
Council of Science Editors:
Chen K. Contextual support, motivation, and well-being in the online learning environment: a test of self-determination theory. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/chen_kuan-chung_200905_phd
University of Georgia
2.
Hu, Rui.
Faculty members' decisions about online assessment strategies: a mixed-methods investigation.
Degree: PhD, Instructional Technology, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/hu_rui_201108_phd
► In recent years, more and more online institutions have emerged in response to market demand. In addition, traditional institutions began expanding their online educational programs…
(more)
▼ In recent years, more and more
online institutions have emerged in response to market demand. In addition, traditional institutions began expanding their
online educational programs to attract more students. However, the lack of understanding about how faculty members make decisions about
online assessment has impeded the improvement of
online learning. This knowledge gap has also reduced opportunities for maximizing the benefits of new technologies while assessing students
online. This mixed-method study has endeavored to fill this knowledge gap by surveying and interviewing faculty members who have taught
online courses about their decisions regarding
online assessment. This study was also an exploratory effort to reveal differences between the implementation of
online assessment by faculty members from traditional universities and faculty members from
online commercial institutions.
Phase I of the study involved collecting data via an
online survey from faculty members who taught
online courses at either traditional research high universities or
online commercial institutions. Statistically significant relationships were discovered among factors such as the nature of the discipline, type of institution, epistemological worldviews, variety of
online assessment strategies, and the purpose of using a specific
online assessment strategy.
Phase II of this study involved interviews with 13 faculty members recruited at the end of phase I. This phase addressed questions about how faculty members chose their
online assessment strategies, their beliefs toward teaching,
learning and assessment, their specific understanding about issues such as test dishonesty in
online learning, and their recommendations for improvement of
online assessment tools within current Course Management Systems.
The results of this study provide insights into how faculty members make decisions about
online assessment. The differences between the implementation of
online assessment in the two different types of institutions indicate the need for changing the current faculty reward system in higher education. The results of this study have the potential to be a theoretical foundation for a faculty training model for the design and implementation of effective
online assessment. Lessons drawn from this study may also help guide the design of future studies related to how student
learning is assessed in
online courses.
Advisors/Committee Members: Thomas Reeves.
Subjects/Keywords: Online learning
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APA (6th Edition):
Hu, R. (2011). Faculty members' decisions about online assessment strategies: a mixed-methods investigation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hu_rui_201108_phd
Chicago Manual of Style (16th Edition):
Hu, Rui. “Faculty members' decisions about online assessment strategies: a mixed-methods investigation.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/hu_rui_201108_phd.
MLA Handbook (7th Edition):
Hu, Rui. “Faculty members' decisions about online assessment strategies: a mixed-methods investigation.” 2011. Web. 26 Feb 2020.
Vancouver:
Hu R. Faculty members' decisions about online assessment strategies: a mixed-methods investigation. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/hu_rui_201108_phd.
Council of Science Editors:
Hu R. Faculty members' decisions about online assessment strategies: a mixed-methods investigation. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/hu_rui_201108_phd
3.
Kompella, Varun Raj.
Slowness learning for curiosity-driven agents.
Degree: 2014, Università della Svizzera italiana
URL: http://doc.rero.ch/record/234698
► In the absence of external guidance, how can a robot learn to map the many raw pixels of high-dimensional visual inputs to useful action sequences?…
(more)
▼ In the absence of external guidance, how can a robot
learn to map the many raw pixels of high-dimensional visual inputs
to useful action sequences? I study methods that achieve this by
making robots self-motivated (curious) to continually build compact
representations of sensory inputs that encode different aspects of
the changing environment. Previous curiosity-based agents acquired
skills by associating intrinsic rewards with world model
improvements, and used reinforcement
learning (RL) to learn how to
get these intrinsic rewards. But unlike in previous
implementations, I consider streams of high-dimensional visual
inputs, where the world model is a set of compact low-dimensional
representations of the high-dimensional inputs. To learn these
representations, I use the slowness
learning principle, which
states that the underlying causes of the changing sensory inputs
vary on a much slower time scale than the observed sensory inputs.
The representations learned through the slowness
learning principle
are called slow features (SFs). Slow features have been shown to be
useful for RL, since they capture the underlying transition process
by extracting spatio-temporal regularities in the raw sensory
inputs. However, existing techniques that learn slow features are
not readily applicable to curiosity-driven
online learning agents,
as they estimate computationally expensive covariance matrices from
the data via batch processing. The first contribution called the
incremental SFA (IncSFA), is a low-complexity,
online algorithm
that extracts slow features without storing any input data or
estimating costly covariance matrices, thereby making it suitable
to be used for several
online learning applications. However,
IncSFA gradually forgets previously learned representations
whenever the statistics of the input change. In open-ended
online
learning, it becomes essential to store learned representations to
avoid re-
learning previously learned inputs. The second
contribution is an
online active modular IncSFA algorithm called
the curiosity-driven modular incremental slow feature analysis
(Curious Dr. MISFA). Curious Dr. MISFA addresses the forgetting
problem faced by IncSFA and learns expert slow feature abstractions
in order from least to most costly, with theoretical guarantees.
The third contribution uses the Curious Dr. MISFA algorithm in a
continual curiosity-driven skill acquisition framework that enables
robots to acquire, store, and re-use both abstractions and skills
in an
online and continual manner. I provide (a) a formal analysis
of the working of the proposed algorithms; (b) compare them to the
existing methods; and (c) use the iCub humanoid robot to
demonstrate their application in real-world environments. These
contributions together demonstrate that the
online implementations
of slowness
learning make it suitable for an open-ended
curiosity-driven RL agent to acquire a repertoire of skills that
map the many raw pixels of high-dimensional images to multiple sets
of action sequences.
Advisors/Committee Members: Schmidhuber, Jürgen (Dir.).
Subjects/Keywords: Online learning
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APA (6th Edition):
Kompella, V. R. (2014). Slowness learning for curiosity-driven agents. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/234698
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Thesis, Università della Svizzera italiana. Accessed February 26, 2020.
http://doc.rero.ch/record/234698.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Web. 26 Feb 2020.
Vancouver:
Kompella VR. Slowness learning for curiosity-driven agents. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2020 Feb 26].
Available from: http://doc.rero.ch/record/234698.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kompella VR. Slowness learning for curiosity-driven agents. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/234698
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
4.
Edwards, Jennifer Leigh Cook.
Adjusting online delivery to meet student learning styles.
Degree: EdD, Workforce Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/edwards_jennifer_l_201512_edd
► This action research study examined student perceptions and achievement of online course materials when designed and delivered to meet different learning styles. The Felder-Silverman (1988)…
(more)
▼ This action research study examined student perceptions and achievement of
online course materials when designed and delivered to meet different
learning styles. The Felder-Silverman (1988) model of
learning styles guided the design, development, and delivery of selected instructional
learning modules. Prior to the delivery of course content, students’ individual
learning styles were assessed with the Felder and Soloman’s (1998) Index of
Learning Styles Survey. Students completed a demographics questionnaire providing personal information, and responded to a survey describing their perceptions of previous
online courses. Using the cyclical, iterative process of action research, the first cycle involved a unit of study administered in a traditional, asynchronous,
online teaching format; all content was readily available with deadlines clearly communicated and marked. Data from Pre-Satisfaction surveys, Written Narratives, homework, and a unit quiz were gathered and analyzed at the end of the first cycle. This data served as a baseline of how students performed in a traditional, self-directed
online teaching design and also revealed that verbal learners performed best compared to other
learning styles. Student perceptions of this method were determined, which indicated moderate to low levels of satisfaction. The next cycle identified the types and distribution of students’
learning preferences. The second cycle consisted of a unit of study containing assignments and activities designed to meet visual learners which were the predominant student
learning preference and the lowest performers from the previous cycle. Results of the second cycle were used to identify the
learning style with the least academic improvement, active and reflective learners, which led to a third phase. The third cycle incorporated activities designed to meet
learning style needs of both active and reflective learners. A fourth and final cycle attempted to meet all
learning styles by allowing students to choose from a variety of assignment designs posted in the
online course.
Student academic performance was average when course content was delivered with no consideration to
learning styles. However, achievement scores improved among all learner groups when instructional content was designed and delivered to meet
learning styles. Significant improvements in course satisfaction were also noted when individual
learning styles were met or when the course was delivered in an attempt to meet all
learning styles.
Advisors/Committee Members: Jay Rojewski.
Subjects/Keywords: online learning; online teaching
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APA (6th Edition):
Edwards, J. L. C. (2015). Adjusting online delivery to meet student learning styles. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/edwards_jennifer_l_201512_edd
Chicago Manual of Style (16th Edition):
Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/edwards_jennifer_l_201512_edd.
MLA Handbook (7th Edition):
Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2015. Web. 26 Feb 2020.
Vancouver:
Edwards JLC. Adjusting online delivery to meet student learning styles. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/edwards_jennifer_l_201512_edd.
Council of Science Editors:
Edwards JLC. Adjusting online delivery to meet student learning styles. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/edwards_jennifer_l_201512_edd
Massey University
5.
O'Hara, Duncan.
The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
.
Degree: 2010, Massey University
URL: http://hdl.handle.net/10179/1971
► The influence of vehicles, such as email, websites, and newsletters, to promote eLearning professional development is an area of study that is marked by a…
(more)
▼ The influence of vehicles, such as email, websites, and newsletters, to promote eLearning professional development is an area of study that is marked by a lack of research. The aim of this thesis is to develop an understanding of the role that the vehicles used to promote formal eLearning professional development opportunities play in influencing staff awareness of academic development programmes. Using questionnaires and semi-structured interviews, seven groups of Massey University staff were asked to recall and assess the effectiveness of the vehicles used to promote eLearning professional development. The research also drew on web metrics data to provide an observational assessment of the popularity of the University eLearning professional development webpage.
The results suggest that motivation plays a key part in staff awareness of formal eLearning professional development opportunities and the vehicles used to promote them. Further, motivation and institutional factors, such as an institutional eLearning strategy, are interrelated. Therefore the vehicles used to promote eLearning professional development need to be varied and focused on the strengths of each vehicle. There is also potential to use eLearning professional development courses themselves as effective means of promoting other eLearning opportunities. Additionally, the findings suggest that technology-reliant vehicles, such as email and websites, help in converting staff interest in eLearning into action in the form of enrolment into professional development courses. For staff who are less interested in eLearning, a strategy that involves
ii
developing relationships within key personnel within departments is likely to be highly effective in changing perceptions and encouraging engagement. It is hoped that the findings will assist academic development units to strategically promote their eLearning professional development to a wider academic audience.
Subjects/Keywords: Online learning;
Online communication
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APA ·
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Manager
APA (6th Edition):
O'Hara, D. (2010). The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
. (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/1971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
O'Hara, Duncan. “The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
.” 2010. Thesis, Massey University. Accessed February 26, 2020.
http://hdl.handle.net/10179/1971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O'Hara, Duncan. “The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
.” 2010. Web. 26 Feb 2020.
Vancouver:
O'Hara D. The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
. [Internet] [Thesis]. Massey University; 2010. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/10179/1971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O'Hara D. The effectiveness of vehicles promoting eLearning professional development : a research thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University, Manawatu
. [Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/1971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Massey University
6.
Sasai, Lalida.
The relationship between self-regulated learning and the use of online portfolios in an online learning environment.
Degree: PhD, Education, 2015, Massey University
URL: http://hdl.handle.net/10179/7182
► Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and…
(more)
▼ Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and is considered to be an important requirement for successful learning. Using online portfolios is believed to enhance SRL skills. This longitudinal study conducted over one academic year examined postgraduate students’ SRL skills in relation to their use of online portfolios within an online learning environment, and how they perceived the value of online portfolios. Factors that affected students’ self-efficacy beliefs and perceptions of their ability to be successful in using online portfolios were also studied.
A mixed methods research design with an explanatory sequential approach involving three phases was used in the study. In the first phase, at the start of academic year, a questionnaire was used to assess students’ initial SRL skills and their perceptions of the usefulness of online portfolios. Sixty-four students participated in this phase. Two SRL groups comprising students with high and low SRL scores were drawn from this sample. A three-person sub-sample of each SRL group was interviewed in the second phase in order to examine in greater depth the nature of SRL skills for those with high and low SRL scores. For the third phase, a follow-up questionnaire was used towards the end of the academic year to examine whether students’ SRL skills and their perceptions of the usefulness of online portfolios changed over the period of their enrolment in the postgraduate course. For this third phase, 92 students participated.
The results revealed that SRL had a strongly positive relationship with students’ perceptions of the usefulness of online portfolios and the relationship between the two variables over time was reciprocal that is, both constructs influenced each other. The
results also showed a significant increase in students’ reported SRL skills and in their positive perceptions of the value of online portfolios over the year.
Students attributed the increase in these two variables to using online portfolios to help set their own learning goals, control their own learning, and reflect on their learning. They identified a range of factors, including course support, motivation, peer support, and lecturer support, as helping them to construct and use their online portfolios. However, they identified lack of technology skills and time constraints as the main problems in constructing and using their online portfolios.
The findings of the present study indicated that students’ skills across the three aspects (forethought, performance, and self-reflection) of SRL, the three stages of the use of online portfolios (collection, selection, and reflection), and the three elements of learning (personal, behavioural, and environmental) were interrelated. Such findings have important implications for students and university course coordinators to make better use of online portfolios, and for teaching and learning in a university online learning…
Subjects/Keywords: Selr-regulated learning;
Online learning;
Online portfolios;
Online learning environment;
Learning
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APA ·
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Manager
APA (6th Edition):
Sasai, L. (2015). The relationship between self-regulated learning and the use of online portfolios in an online learning environment. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7182
Chicago Manual of Style (16th Edition):
Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Doctoral Dissertation, Massey University. Accessed February 26, 2020.
http://hdl.handle.net/10179/7182.
MLA Handbook (7th Edition):
Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Web. 26 Feb 2020.
Vancouver:
Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/10179/7182.
Council of Science Editors:
Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7182
Texas A&M University
7.
Weatherly, Martha Gail.
Personal develoment and transformational outcomes for women earning an online degree.
Degree: 2009, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2495
► This qualitative study was designed to investigate the changes that occurred in the lives of women as a result of earning a fully online master?s…
(more)
▼ This qualitative study was designed to investigate the changes that occurred in the lives
of women as a result of earning a fully
online master?s degree. Eighteen women were
asked to describe why they chose to earn an
online degree, what barriers they faced in
trying to gain an education and advance professionally, how their lives changed as a
result of earning the degree, and whether the outcomes met or surpassed their
expectations.
Constant comparative and narrative analysis of interview data revealed that
women who overcame barriers and resistance to their pursuit of education experienced a
range of benefits from earning the
online degree. Benefits encompassed personal gains
in self-confidence, respect, the strength to be a role model, and professional gains such
as new career opportunities, connectedness in a professional community, and credibility
among peers. Participants reported the
online environment uniquely connected them to a
more diverse group of peers, provided greater access to instructors and peers, offered
highly valued anonymity, introduced them to a more engaged form of
learning, and
created a safe
learning environment.
Online learning emphasized students? writing, reflection, articulation, timely feedback from the facilitator, caring and respect for
students, and effective communication.
Participants shared that earning the degree had a ?domino effect? that led others
to emulate their behavior, and some experienced relationship changes. Significantly,
several of the women had a transformational
learning experience that included: (1) an
unexpected discovery leading to heightened personal awareness that resulted from the
learning experience; (2) an openness to change and the process of becoming; (3) a
willingness to overcome internal or external resistance in order to redefine self; and (4) a
retrospective affirmation of altered personality and identity. Participants suggested
women still face discrimination in their professional lives, making advanced degrees
more critical for women. They recommended that institutions of higher education
provide more advanced
online degree programs for the benefit of women who have a
variety of other demands placed on their lives as they strive to attain their personal and
professional goals. Implications and recommendations for future research and policy
changes are provided.
Advisors/Committee Members: Egan, Toby Marshall (advisor), Dooley, Kim E. (committee member), Dooley, Larry M. (committee member), Stanley, Christine A. (committee member).
Subjects/Keywords: women; online; learning
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APA ·
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Manager
APA (6th Edition):
Weatherly, M. G. (2009). Personal develoment and transformational outcomes for women earning an online degree. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Thesis, Texas A&M University. Accessed February 26, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Web. 26 Feb 2020.
Vancouver:
Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Exeter
8.
Alghamdi, F.
The role of social media in developing online learning communities.
Degree: PhD, 2019, University of Exeter
URL: http://hdl.handle.net/10871/39495
► The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The…
(more)
▼ The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The study was based on a theoretical framework to examine online learning communities from three levels: individual, interactional and group. This study selected two cases: the first case was a formal learning group that used networked learning via Twitter and WhatsApp within a blended learning environment in an academic module; this for-mal learning group was controlled by the teacher of the module. The second case was an informal learning group that used Twitter and WhatsApp to learn and prac-tise English as a second language; this group was created and informally organised by an active member on Twitter who was interested in teaching and practising Eng-lish. Semi-structured interviews, focus groups and WhatsApp discussion samples were the three main data collection methods of this study. The data were analysed using three procedures. Firstly, a thematic analysis of the interviews was conducted to generate a thematic research map and create a coding scheme for analysing the content of the WhatsApp discussions. Secondly, a social network analysis (SNA) was applied to the WhatsApp group discussions to map out the interactions among group members and select the sample of WhatsApp discussion for the third data analysis procedure. The third procedure was content analysis (CA), which was ap-plied to the WhatsApp conversations that occurred during the selected sample (the three most active and connected weeks). Findings from the SNA and CA were used to triangulate the results of the thematic analysis. The findings revealed that the ex-istence of similar learning needs, interactive communication among members and using appropriate communication tools are the main factors that develop online learning communities on social media. Also, it showed that the main function of us-ing Twitter for learning purposes was to develop the academic and social presence of the students/learners, while the main learning function of using WhatsApp was to provide an instant and open communication environment for online learning com-munity members. However, there were different uses of these applications in formal and informal learning contexts, which were described in the study.
Subjects/Keywords: Online learning communities
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APA (6th Edition):
Alghamdi, F. (2019). The role of social media in developing online learning communities. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/39495
Chicago Manual of Style (16th Edition):
Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Doctoral Dissertation, University of Exeter. Accessed February 26, 2020.
http://hdl.handle.net/10871/39495.
MLA Handbook (7th Edition):
Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Web. 26 Feb 2020.
Vancouver:
Alghamdi F. The role of social media in developing online learning communities. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/10871/39495.
Council of Science Editors:
Alghamdi F. The role of social media in developing online learning communities. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/39495
Oklahoma State University
9.
Lambeth, Krista.
Digital Communication Applications in the Online Learning Environments.
Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University
URL: http://hdl.handle.net/11244/7472
► The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online…
(more)
▼ The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students' perceptions of the use of digital communication applications in achieving learning outcomes. The study consisted of four online courses where the online class instructors used various types of digital communication applications including: Wimba, GoogleTalk, VoiceThread, online content videos, instructor-made videos, avatars, Skype, a Blog and a digital workbook in order to try and create learner-centered online learning environments. The study consisted of interviewing the four online class instructors and five online students, observing nine online students use of the applications in the four online courses, electronic journaling, observations and reviewing the online courses' artifacts. In answeri
Subjects/Keywords: online learning; education
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APA (6th Edition):
Lambeth, K. (2011). Digital Communication Applications in the Online Learning Environments. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7472
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Thesis, Oklahoma State University. Accessed February 26, 2020.
http://hdl.handle.net/11244/7472.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Web. 26 Feb 2020.
Vancouver:
Lambeth K. Digital Communication Applications in the Online Learning Environments. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/11244/7472.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lambeth K. Digital Communication Applications in the Online Learning Environments. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7472
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Wollongong
10.
Al-Ismaiel, Omar Abdulwahab.
Collaborative blended learning with higher education students in an Arabic context.
Degree: PhD, Faculty of Education, 2013, University of Wollongong
URL: ;
https://ro.uow.edu.au/theses/3983
► In Saudi Arabia, online learning is still a relatively new concept in higher education. There is limited research investigating online collaborative learning environments which…
(more)
▼ In Saudi Arabia, online learning is still a relatively new concept in higher education. There is limited research investigating online collaborative learning environments which examine social interactions between students. The purpose of this study was to investigate student collaboration in Saudi higher education through the use of online collaborative tools, which were selected to compliment the face-to-face experiences traditionally offered. This study examined how these online tools may support student learning through group tasks orchestrated and completed within an online learning environment.
Throughout the two iterations of this study, particular attention was paid to contextual and cultural factors that may potentially support or hinder student learning in blended learning environments. Two cohorts of fifteen male education students in a first year IT class at King Faisal University (KFU) in Saudi Arabia participated in this study over two iterations (each bound by a teaching semester of fifteen weeks).
A design-based research approach (Reeves, 2000, 2006) was used to organise and report on the two iterations. Qualitative research which included observations and interviews, as well as action research, were employed to collect and analyse data from the two cohorts. The students were observed to examine their interactions while completing the two collaborative tasks in the online learning context. They were also interviewed (preliminary, second, and post interviews) by a Teaching Assistant to explore their cultural/social backgrounds and beliefs regarding technology, and to investigate difficulties with technology and collaboration, and personal factors that have affected their use of technology.
This study revealed that the participants found it difficult to deeply engage in the processes of online collaboration to complete their tasks. They did not make meaning or demonstrate understanding of the tasks within their discussions through their engagement with the online tools. The discussion forum was the most used tool, followed by the chat tool and then the email tool.
Cultural and contextual factors affected student learning in the online environment. Cultural factors were found that limited students’ meaning-making and engagement in collaboration. These factors included their preference for face-to-face learning, and a lack of experience in engaging in collaborative learning and using online tools for learning. Contextual factors that limited student collaboration and interaction through the online collaborative tools included difficulties with technology and previous group work experience.
In conclusion, student collaboration through online tools did not support the students to advance their understanding while completing the collaborative tasks. Cultural and contextual factors were found to affect online collaborative learning. This study suggests that subject content should be appropriate for use with the specified online collaborative tools, and that online…
Subjects/Keywords: collaborative learning; blended learning; online learning; collaborative online learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Al-Ismaiel, O. A. (2013). Collaborative blended learning with higher education students in an Arabic context. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3983
Chicago Manual of Style (16th Edition):
Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher education students in an Arabic context.” 2013. Doctoral Dissertation, University of Wollongong. Accessed February 26, 2020.
; https://ro.uow.edu.au/theses/3983.
MLA Handbook (7th Edition):
Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher education students in an Arabic context.” 2013. Web. 26 Feb 2020.
Vancouver:
Al-Ismaiel OA. Collaborative blended learning with higher education students in an Arabic context. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 Feb 26].
Available from: ; https://ro.uow.edu.au/theses/3983.
Council of Science Editors:
Al-Ismaiel OA. Collaborative blended learning with higher education students in an Arabic context. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: ; https://ro.uow.edu.au/theses/3983
Cornell University
11.
Karampatziakis, Nikolaos.
Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
.
Degree: 2012, Cornell University
URL: http://hdl.handle.net/1813/31116
► This thesis studies three problems in online learning. For all the problems the proposed solutions are simple yet non-trivial adaptations of existing online machine learning…
(more)
▼ This thesis studies three problems in
online learning. For all the problems the proposed solutions are simple yet non-trivial adaptations of existing
online machine
learning algorithms. For the task of sequential prediction, a modified multiplicative update algorithm that produces small and accurate models is proposed. This algorithm makes no assumption about the complexity of the source that produces the given sequence. For the task of
online learning when examples have varying importances, the proposed algorithm is a version of gradient descent in continuous time. Finally, for the task of efficient
online active
learning, the implementation we provide makes use of many shortcuts. These include replacing a batch
learning algorithm with an
online one, as well as a creative use of the aforementioned continuous time gradient descent to compute the desirability of asking for the label of a given example. As this thesis shows,
online machine
learning algorithms can be easily adapted to many new problems.
Advisors/Committee Members: Hooker, Giles J. (committeeMember), Joachims, Thorsten (committeeMember), Kleinberg, Robert David (committeeMember).
Subjects/Keywords: machine learning;
online learning;
active learning
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APA (6th Edition):
Karampatziakis, N. (2012). Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
. (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31116
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
.” 2012. Thesis, Cornell University. Accessed February 26, 2020.
http://hdl.handle.net/1813/31116.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
.” 2012. Web. 26 Feb 2020.
Vancouver:
Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
. [Internet] [Thesis]. Cornell University; 2012. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1813/31116.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning
. [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31116
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rochester Institute of Technology
12.
Wells, Timothy D.
Evaluating the effect of peer feedback on the quality of online discourse.
Degree: Department of Communication (CLA), 2009, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/3081
► This study explores the effect on discussion quality of adding a feedback mechanism that presents users with an aggregate peer rating of the usefulness of…
(more)
▼ This study explores the effect on discussion quality of adding a feedback mechanism that presents users with an aggregate peer rating of the usefulness of the participant's contributions in
online, asynchronous discussion. Participants in the study groups were able to specify the degree to which they thought any posted comment was useful to the discussion. Individuals were regularly presented with feedback (aggregated and anonymous) summarizing peers' assessment of the usefulness of their contribution, along with a summary of how the individuals rated their peers. Results indicate that continuous, anonymous, aggregated feedback had no effect on either the students' or the instructors' perception of discussion quality.
Advisors/Committee Members: Pugliese, Rudy, Barnes, Susan, Wallington, Clinton.
Subjects/Keywords: Computer mediated communication; Online discussion; Online learning
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Manager
APA (6th Edition):
Wells, T. D. (2009). Evaluating the effect of peer feedback on the quality of online discourse. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/3081
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wells, Timothy D. “Evaluating the effect of peer feedback on the quality of online discourse.” 2009. Thesis, Rochester Institute of Technology. Accessed February 26, 2020.
https://scholarworks.rit.edu/theses/3081.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wells, Timothy D. “Evaluating the effect of peer feedback on the quality of online discourse.” 2009. Web. 26 Feb 2020.
Vancouver:
Wells TD. Evaluating the effect of peer feedback on the quality of online discourse. [Internet] [Thesis]. Rochester Institute of Technology; 2009. [cited 2020 Feb 26].
Available from: https://scholarworks.rit.edu/theses/3081.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wells TD. Evaluating the effect of peer feedback on the quality of online discourse. [Thesis]. Rochester Institute of Technology; 2009. Available from: https://scholarworks.rit.edu/theses/3081
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Mississippi State University
13.
Hukle, Delena Rae Lang.
AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION.
Degree: PhD, Leadership and Foundations, 2009, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252009-132647/
;
► Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher…
(more)
▼ Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher education is now a reality instead of just a dream. With this educational format, traditional and non-traditional students are taking classes to obtain a degree or pursue lifelong
learning. Unfortunately, some students are taking
online classes without being equipped with the necessary skills required for successful completion.
The purpose of the evaluation was to investigate the readiness factors of students taking
online classes. The Readiness for Education At a Distance Indicator (READI) assessment was completed by students registered for
online classes at Itawamba Community College in the fall 2007 semester. A sample of 250 students was randomly selected from the population. The instrument used in the study is adapted from larger instruments and has been tested for reliability and validity. The READI assessment results included variables of individual attributes, technical competency (computer and Internet), technical knowledge, reading comprehension, typing speed and proficiency, and
learning styles visual, social, physical, aural, verbal, solitary, and logical. Additionally, institutional educational variables included in the evaluation were ACT scores,
online courses completed, total semester hours completed, and cumulative grade point average.
Descriptive statistics were given for the variables and the correlational research findings were presented in respect to the research questions. Stepwise Multiple Regression statistical analysis was conducted to determine the correlation between the measurement variables and educational variables. Individual Attributes, Reading Comprehension, and Logical
Learning Style were the contributory success factors in the
online classroom. The analysis revealed that Reading Comprehension correlated to the ACT score and Verbal
Learning Style correlated to
online course completed.
Advisors/Committee Members: James Davis (chair), Jerry Mathews (committee member), Wayne Stonecypher (committee member), Marty Wiseman (committee member).
Subjects/Keywords: distance education; readiness online learning; online education
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Manager
APA (6th Edition):
Hukle, D. R. L. (2009). AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252009-132647/ ;
Chicago Manual of Style (16th Edition):
Hukle, Delena Rae Lang. “AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION.” 2009. Doctoral Dissertation, Mississippi State University. Accessed February 26, 2020.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252009-132647/ ;.
MLA Handbook (7th Edition):
Hukle, Delena Rae Lang. “AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION.” 2009. Web. 26 Feb 2020.
Vancouver:
Hukle DRL. AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Feb 26].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252009-132647/ ;.
Council of Science Editors:
Hukle DRL. AN EVALUATION OF READINESS FACTORS FOR ONLINE EDUCATION. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252009-132647/ ;
San Jose State University
14.
Christensen, Kallan Kay.
The Effects of Online Course Pedagogies on Learning and Cognitive Workload.
Degree: MA, Psychology, 2016, San Jose State University
URL: https://doi.org/10.31979/etd.pzu7-bk78
;
https://scholarworks.sjsu.edu/etd_theses/4683
► The use of recorded lecture video is a common online practice, although the implementation of this pedagogy varies and may have differential impacts on…
(more)
▼ The use of recorded lecture video is a common online practice, although the implementation of this pedagogy varies and may have differential impacts on learning depending on the extent to which it increases cognitive workload. This study compared two different online statistics lecture formats: interactive and non-interactive. The interactive lecture video stopped approximately every minute and the participant had to answer a question regarding the material before moving on to the next section of the video. The non-interactive lecture video was the exact same video edited to remove all interactive breaks in the video. Cognitive workload was measured using the NASA Task Load Index and learning was assessed using performance on a quiz. Seventy participants from the San Jose State research pool were included in the analysis. The researcher predicted that cognitive workload would be a mediating variable in the relationship between online pedagogy and learning, such that an interactive pedagogy would be associated with lower cognitive workload and result in larger learning gains compared to a non-interactive pedagogy. The researcher concluded that cognitive workload was not a mediating variable for online pedagogy and learning. Online pedagogy did not predict learning. However, the type of pedagogy had an effect on cognitive workload, such that the non-interactive group had lower cognitive workload scores. Developers of online pedagogy should recognize that cognitive workload differs across pedagogies and the impact on learning should remain the final assessment of any given approach.
Subjects/Keywords: cognitive workload; learning; online education; online pedagogy
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APA (6th Edition):
Christensen, K. K. (2016). The Effects of Online Course Pedagogies on Learning and Cognitive Workload. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683
Chicago Manual of Style (16th Edition):
Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Masters Thesis, San Jose State University. Accessed February 26, 2020.
https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.
MLA Handbook (7th Edition):
Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Web. 26 Feb 2020.
Vancouver:
Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2020 Feb 26].
Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.
Council of Science Editors:
Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683
University of North Texas
15.
Samruayruen, Buncha.
Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.
Degree: 2013, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc271889/
► The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL…
(more)
▼ The purpose of this study was to identify the existing level of self-regulated
learning (SRL) among Thai
online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ
online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580
online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai
online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL
learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners;
online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of
learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai
online learners used different tools for social and personal activities, communication, and information searching.
Advisors/Committee Members: Knezek, Gerald A., Warren, Scott, Lin, Lin.
Subjects/Keywords: Self-regulated learning; self-regulation; online learning; online learning in Thailand
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Indiana University
16.
Xu, Shuya.
Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.
Degree: 2019, Indiana University
URL: http://hdl.handle.net/2022/22983
► The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal online community of self-directed language learners with a focus on how…
(more)
▼ The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal
online community of self-directed language learners with a focus on how learners interact with each other. Learners’ perception was also studied regarding how their language
learning was impacted by their participation in the community. An exploratory sequential mixed methods design was adopted for this work. Data collection started with the iterative feature analysis of The Mixxer website and document analysis of website posts and records, along with an interview with the website administrator. Eight English learners and eight native speakers of English were then interviewed regarding their language
learning experiences at The Mixxer after an initial understanding of The Mixxer environment was obtained. Data from interviews with learners were analyzed thematically to inform the development of the survey questionnaire for the last stage of data collection. During the last phase, a survey was distributed to over 12,000 users of The Mixxer. Importantly, more than 500 total responses were received. Of that total, 396 responses were analyzed in SPSS and MS Excel to reveal the interaction patterns and related experiences of all learners at The Mixxer. Analysis results showed that learners conducted conversational language exchange and writing corrections at The Mixxer. The user profile and search system as well as the messaging/chat tool of The Mixxer facilitated the connection of language partners. Learners used Skype or other communication tools to meet with their partners. Meanwhile, a smaller group of learners engaged in writing correction activities in the forum-style Writing section of The vii Mixxer. The Mixxer learners had one to four language partners on average. Among the 71.21% learners who had language exchange experiences at The Mixxer, they typically had one to four 31- to 60-minute exchanges each month. Ordinary learners attempted to arrange equal language practice opportunities for both parties during the exchange. They liked to chat casually with partners, ask each other questions, and teach basic knowledge of the language. They also corrected each other’s mistakes or gave other types of feedback. Some other learners had more structured activities for their language exchange engagement, such as reviewing different types of
learning materials together or designing meaningful activities for language practice. Learner’s preferences of language partners were also discussed. Analysis of qualitative and quantitative data with the Community of Inquiry (CoI) framework suggested a strong social presence in The Mixxer community with a variety of indicators and examples. Cognitive presence was identified from learners’ regular language input and output practices during the exchange. Teaching presence in The Mixxer community was largely performed by learners themselves in the categories of design and organization and direct instruction. Evidence was also found for
learning presence that…
Advisors/Committee Members: Bonk, Curtis J (advisor).
Subjects/Keywords: online language learning community;
self-directed online learning;
informal online language learning;
language exchange
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Manager
APA (6th Edition):
Xu, S. (2019). Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22983
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.” 2019. Thesis, Indiana University. Accessed February 26, 2020.
http://hdl.handle.net/2022/22983.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.” 2019. Web. 26 Feb 2020.
Vancouver:
Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. [Internet] [Thesis]. Indiana University; 2019. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/2022/22983.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/22983
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
17.
Hong, Sunjoo.
Factors and issues supporting learning communities among distance learners: a case study in an online cohort.
Degree: PhD, Instructional Technology, 2004, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/hong_sunjoo_200405_phd
► The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within…
(more)
▼ The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an
online cohort program within the context of higher education. Sub-purposes were threefold. First, this study identified the existence of a community in the
online cohort program. Next, it identified factors and issues that supported the creation and sustained the community in the
online cohort. A third purpose was to describe the processes of individual participants’ involvement in the community throughout the period of the cohort program. A qualitative case study design was appropriate, given the research questions. The case was an
online, four semester-long, non-degree program based on a cohort model offered in a large southeastern university. Data were primarily gathered through two phases of open-ended questionnaires to self-selected participants. Another source of data was the postings on the course bulletin boards made by the four primary participants during the last three semesters. Data were inductively analyzed and interpreted searching for themes and patterns. Those indicators that supported the development of a community extracted from related literature were also found in the data. These indicators included shared goals and practice, support, and feelings of belonging. In this study, the students of the cohort shared the communal goal of pursuing additional credential to their education certification. Through interaction, engagement, and alignment, the students showed that they supported each other’s
learning, developed shared practice, and felt a sense of belonging. Community building in this
online cohort was a result of the interaction of students, instructors, and circumstances of this particular program. Interaction, engagement, and alignment among the students; assistance and facilitation by the instructors; course structure; and the use of a cohort model appeared to have had an impact on community building. Although the students belonged to the same community, they revealed diverse experiences in it. They engaged in the community differently depending on their individual needs, desire, and situations. The individual students reported different concepts of a community, different levels of involvement in the community, and different way of connecting with others in the community.
Advisors/Committee Members: Lynne Schrum.
Subjects/Keywords: Online learning
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APA (6th Edition):
Hong, S. (2004). Factors and issues supporting learning communities among distance learners: a case study in an online cohort. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hong_sunjoo_200405_phd
Chicago Manual of Style (16th Edition):
Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners: a case study in an online cohort.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/hong_sunjoo_200405_phd.
MLA Handbook (7th Edition):
Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners: a case study in an online cohort.” 2004. Web. 26 Feb 2020.
Vancouver:
Hong S. Factors and issues supporting learning communities among distance learners: a case study in an online cohort. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/hong_sunjoo_200405_phd.
Council of Science Editors:
Hong S. Factors and issues supporting learning communities among distance learners: a case study in an online cohort. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/hong_sunjoo_200405_phd
University of Georgia
18.
Goodwin, Charlene Clare.
Online learning as perceived by nontraditional adult learners.
Degree: EdD, Adult Education, 2006, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/goodwin_charlene_c_200605_edd
► The purpose of this study was to understand how nontraditional adult learners perceive online learning. The investigation was guided by three research questions. First, how…
(more)
▼ The purpose of this study was to understand how nontraditional adult learners perceive
online learning. The investigation was guided by three research questions. First, how do nontraditional adult students react to
online learning? Second, what factors influenced their successful
online learning experiences? Lastly, what factors contributed to their non-successful
online experiences? This qualitative study included face-to-face interviews of twelve nontraditional adult learners who were actively participating in
online learning courses at the time this study was being completed or had done so in their past educational efforts. Three categories of interrelated findings were inductively drawn from the data using the constant comparative method of analysis. When the participant’s profiles were arranged in a descending age order, the older subjects exhibited more stressful emotional reactions, more lack of computer literacy, and more problems with the technology than the younger age participants. The participants of the study discovered during the interview process that they had indeed experienced growth and development in the area of
online learning. The two participants who adamantly disliked
online education were still willing to try it again after our session. The participants who enjoyed
online were excited about finding new courses to take. The results of this study demonstrate that
online learning is a viable method for nontraditional adult learners to use to further their education, personal, and professional goals. Three conclusions were reached: 1) Nontraditional adult learners will be successful with the education method of
online learning if the climate is set to address the specific needs of this population, 2) the competence and style of
online instructors affect the success of nontraditional adult learners, and 3) the type and user-friendliness of
online learning plays an important role in the success of nontraditional adult learners. As a result of this study about
online learning, I have experienced a transformational
learning experience myself.
Online learning did not appeal to me at all in the beginning and now I have gone full circle. I am teaching an
online course this fall semester, 2006.
Advisors/Committee Members: Laura L. Bierema.
Subjects/Keywords: Online Learning
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APA (6th Edition):
Goodwin, C. C. (2006). Online learning as perceived by nontraditional adult learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/goodwin_charlene_c_200605_edd
Chicago Manual of Style (16th Edition):
Goodwin, Charlene Clare. “Online learning as perceived by nontraditional adult learners.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/goodwin_charlene_c_200605_edd.
MLA Handbook (7th Edition):
Goodwin, Charlene Clare. “Online learning as perceived by nontraditional adult learners.” 2006. Web. 26 Feb 2020.
Vancouver:
Goodwin CC. Online learning as perceived by nontraditional adult learners. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/goodwin_charlene_c_200605_edd.
Council of Science Editors:
Goodwin CC. Online learning as perceived by nontraditional adult learners. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/goodwin_charlene_c_200605_edd
University of Georgia
19.
Woo, Younghee.
Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks.
Degree: PhD, Instructional Technology, 2006, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/woo_younghee_200612_phd
► This study explored a Web-based learning case which was designed using authentic tasks and based on social constructivism to provide a deeper understanding of meaningful…
(more)
▼ This study explored a Web-based
learning case which was designed using authentic tasks and based on social constructivism to provide a deeper understanding of meaningful interaction through the lens of social constructivism. The case was a master’s level course offered
online by a university in Australia and the participants in this study consisted of the students and instructor in the course. First, the study examined how the students interacted to accomplish the authentic task in the WBLE. The analysis of the transcripts of the
online discussion forum, chat room, and interviews yielded a detailed picture of the interaction occurring in a WBLE structured around authentic tasks. Through the analysis, three major categories with multiple themes were identified: the nature of
online interaction (i.e., means to an ends, authenticity, and scaffolding), the process of the interaction (i.e., getting into task, defining, accomplishing, and reflecting), and strategies for improving the quality of the interaction (i.e., designing incrementally more challenging tasks, and providing active facilitation). Second, the study explored what meaningful experiences the students had that supported their
learning. Through the interview, which was conducted for better understanding students’ perspectives about the whole experience of being in a WBLE using authentic tasks, students were encouraged to reflect on their experiences in the course. The analysis of the interview transcripts yielded a category called the
Learning Effect. Three themes emerged related to the main
learning effects in the WBLE using authentic tasks: high motivation, opportunities for reflection, and meaningful experiences. The identification process described what meaningful interaction looks like in a WBLE and clearly showed using authentic tasks in a WBLE led to meaningful interaction that directly influenced students’
learning growth.
Advisors/Committee Members: Thomas C. Reeves.
Subjects/Keywords: online learning
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APA (6th Edition):
Woo, Y. (2006). Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/woo_younghee_200612_phd
Chicago Manual of Style (16th Edition):
Woo, Younghee. “Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020.
http://purl.galileo.usg.edu/uga_etd/woo_younghee_200612_phd.
MLA Handbook (7th Edition):
Woo, Younghee. “Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks.” 2006. Web. 26 Feb 2020.
Vancouver:
Woo Y. Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 Feb 26].
Available from: http://purl.galileo.usg.edu/uga_etd/woo_younghee_200612_phd.
Council of Science Editors:
Woo Y. Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/woo_younghee_200612_phd
University of Alberta
20.
Saumure, Kristie.
Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.
Degree: PhD, Department of Psychology and the School of Library and
Information Studies, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/n870zs421
► Online learning is a wonderful opportunity for students who cannot attend classes at conventional times and places to further their education. However, to some extent,…
(more)
▼ Online learning is a wonderful opportunity for
students who cannot attend classes at conventional times and places
to further their education. However, to some extent, accessing and
sharing information is often quite different and potentially more
difficult for this particular group (e.g., they may lack access to
the campus library). For this reason, it is important to appreciate
both how the students are seeking and sharing information in this
environment, as well as what drives these information behaviours.
Understanding these processes will better enable instructors,
librarians, and other relevant parties to facilitate information
access to this population (e.g., through in-depth database training
and/or better technology tools). With that in mind, this research
asked: 1) In what types of information seeking and sharing
behaviours do online learning students engage? 2) What motivates
online learning students to both seek and share information? 3) Can
a theoretical model of students’ motivational orientations as they
apply to their information behaviours be developed? To answer these
questions, the Teacher-Librarianship by Distance Learning Program
was examined as an in-depth case study. A grounded theory approach
was employed to enable the development of the motivational theory.
Data were collected exclusively through in-depth, semi-structured
interviews, though with two distinct groups of people: 15 students
and 3 key informants. The students were asked to reflect on their
experiences accessing and sharing information in the online setting
as well as what they thought drove their information behaviours,
while the key informants provided context around the program itself
and offered their insights into how they believe the students
interact with information. Overall, this study revealed that both
electronic and local resources are key to these students’
information seeking successes. Furthermore, the results suggest
that personally or professionally relevant assignments provide
students with the greatest motivation to seek information for their
coursework. Students in this online learning environment were
inclined to share professional, academic, and personal information
with others because they believed that this online learning
environment fostered a culture of sharing.
Subjects/Keywords: information behaviours; motivation; online learning
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Manager
APA (6th Edition):
Saumure, K. (2010). Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/n870zs421
Chicago Manual of Style (16th Edition):
Saumure, Kristie. “Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.” 2010. Doctoral Dissertation, University of Alberta. Accessed February 26, 2020.
https://era.library.ualberta.ca/files/n870zs421.
MLA Handbook (7th Edition):
Saumure, Kristie. “Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.” 2010. Web. 26 Feb 2020.
Vancouver:
Saumure K. Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2020 Feb 26].
Available from: https://era.library.ualberta.ca/files/n870zs421.
Council of Science Editors:
Saumure K. Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/n870zs421
University of Alberta
21.
Wu, Yifan.
Online Learning under Partial Feedback.
Degree: MS, Department of Computing Science, 2016, University of Alberta
URL: https://era.library.ualberta.ca/files/cvd66w003h
► In an online learning problem a player makes decisions in a sequential manner. In each round, the player receives some reward that depends on his…
(more)
▼ In an online learning problem a player makes decisions
in a sequential manner. In each round, the player receives some
reward that depends on his action and an outcome generated by the
environment while some feedback information about the outcome is
revealed. The goal of the player can be various. In this thesis we
investigate several variants of online learning problems with
different feedback models and objectives. First we consider the
pure exploration problem with multi-action probes. We design
algorithms that can find the best one or several actions with high
probability while using as few probes as possible. Then we study
the side observation model in the regret minimization scenario. We
derive a novel finite time distribution dependent lower bound and
design asymptotically optimal and minimax optimal algorithms. Last
we investigate the conservative bandit problem where the objective
is to minimize the regret while maintaining the cumulative reward
above a baseline. We design algorithms for several variants of the
problem and derive a lower bound. In each of the three variants of
the online learning problem we consider, our problem setting
generalizes some previous work. The theoretical results
successfully recover existing results in special cases as well as
propose novel perspectives in the more general
settings.
Subjects/Keywords: online learning; partial feedback; bandits
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Manager
APA (6th Edition):
Wu, Y. (2016). Online Learning under Partial Feedback. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cvd66w003h
Chicago Manual of Style (16th Edition):
Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Masters Thesis, University of Alberta. Accessed February 26, 2020.
https://era.library.ualberta.ca/files/cvd66w003h.
MLA Handbook (7th Edition):
Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Web. 26 Feb 2020.
Vancouver:
Wu Y. Online Learning under Partial Feedback. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2020 Feb 26].
Available from: https://era.library.ualberta.ca/files/cvd66w003h.
Council of Science Editors:
Wu Y. Online Learning under Partial Feedback. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cvd66w003h
Texas A&M University
22.
Miller, Rene Patricia.
Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.
Degree: 2009, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2415
► Institutions of higher education are harnessing the communication ability of the Internet to offer classes and academic degree programs. This study investigated adult students during…
(more)
▼ Institutions of higher education are harnessing the communication ability of the Internet to offer classes and academic degree programs. This study investigated adult students during their first semester in a distance delivered doctoral program. The purpose of the study was to examine the use of web-based communication tools and their ability to establish a community of practice enabling the new students to share solutions related to distance doctoral study. This case study included the entire cohort of a distance delivered Ed.D. in Agricultural Education administered jointly by Texas Tech and Texas A&M Universities. Data collection methods included a semi-structured telephone interview, containing an adapted Sense of Community Index and postings on a Wiki (editable web page). Data analysis produced a participants? profile and their use of web-based communication tools. This study found that (a) a variety of web-based tools enabled the students to connect with their cohort on a routine basis, (b) it is possible to establish a community of practice using a variety of web-based communication tools, (c) after one semester the cohort is an embryonic community of practice (d) the students were able to assist each other with concerns that helped them acclimate to
learning online and their doctoral program, (e) students appreciate the flexibility that distance education offers but some prefer a traditional education, (f) students were frustrated with the technology during the first few weeks of their program, (g) new doctoral students desire instruction in the use of the course management system, the
online library, and scholarly writing, (h) the students feel a strong sense of community, (i) use of web-based communication tools are vital as they assist in the student?s
learning, (j) students felt isolated from their cohort until they participated in a group project even though they had the use of web-based communication tools at their disposal. The results of this study suggest that opportunities for students to engage socially with their peers should be built into the design of
online classes and degree programs. Future research is recommended to examine the sustainability and desirability of virtual communities of practice.
Advisors/Committee Members: Doerfert, David L (advisor), Dooley, Kim E (advisor), Burris, Scott H (committee member), Dooley, Larry M (committee member), Murphrey, Theresa P (committee member).
Subjects/Keywords: communities of practice; online learning
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APA ·
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APA (6th Edition):
Miller, R. P. (2009). Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2415
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Miller, Rene Patricia. “Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.” 2009. Thesis, Texas A&M University. Accessed February 26, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2415.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Miller, Rene Patricia. “Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.” 2009. Web. 26 Feb 2020.
Vancouver:
Miller RP. Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2415.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Miller RP. Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2415
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
23.
Perez Guarda, Paola.
Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.
Degree: 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/153222
► This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.…
(more)
▼ This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide opportunities for teachers to develop and grow professionally according to their professional context and needs. This study focuses on professional development of rural teachers in Chile. These teachers work in schools that present unique characteristics, which demand professional development to be supportive and related to teachers? practices in rural settings.
Through a mixed method study implemented through an
online survey and later interviews, rural teachers from Chile were asked about their preferences for topics to learn, the importance of participating in activities based on the adult learner paradigm, their preference for delivery methods, and their expectations of professional development for rural teachers. The study also explores the potential use of
online systems and
online learning communities, by asking teachers about their perceptions of the usefulness of
online systems and the perceived benefits as well as obstacles to their implementation in rural areas.
The findings of this study suggest that rural teachers tend to favor professional development that provides ongoing support for their teaching practices, foster collaboration, and reflection and addresses their rural context and needs. Technology is perceived as a tool to overcome isolation and to collaborate and reflect with peers; however, this study identified the lack or unstable access to Internet as an obstacle to the use of
online systems in professional development.
More research is needed to identify the design and
learning principles that currently guide professional development for rural teachers. It is also recommended to identify the role of higher education in the integration of technology and education in the training of future teachers. Finally, it is suggested to research about the relationship between current professional development programs for teachers and students
learning outcomes in rural areas.
Advisors/Committee Members: Zellner, Ronald (advisor), Hall, Robert (advisor), Dooley, Kim (committee member), Gazi, Yakut (committee member).
Subjects/Keywords: professional development; online learning communities
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APA (6th Edition):
Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Thesis, Texas A&M University. Accessed February 26, 2020.
http://hdl.handle.net/1969.1/153222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 26 Feb 2020.
Vancouver:
Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1969.1/153222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Nelson Mandela Metropolitan University
24.
Olamijulo, Christianah.
An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.
Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University
URL: http://hdl.handle.net/10948/d1020149
► This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in…
(more)
▼ This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
Subjects/Keywords: Online social networks; Blended learning
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APA (6th Edition):
Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed February 26, 2020.
http://hdl.handle.net/10948/d1020149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 26 Feb 2020.
Vancouver:
Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/10948/d1020149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
25.
Edakunni, Narayanan U.
Bayesian locally weighted online learning.
Degree: 2010, University of Edinburgh
URL: http://hdl.handle.net/1842/3844
► Locally weighted regression is a non-parametric technique of regression that is capable of coping with non-stationarity of the input distribution. Online algorithms like Receptive FieldWeighted…
(more)
▼ Locally weighted regression is a non-parametric technique of regression that is capable of coping with non-stationarity of the input distribution. Online algorithms like Receptive FieldWeighted Regression and Locally Weighted Projection Regression use a sparse representation of the locally weighted model to approximate a target function, resulting in an efficient learning algorithm. However, these algorithms are fairly sensitive to parameter initializations and have multiple open learning parameters that are usually set using some insights of the problem and local heuristics. In this thesis, we attempt to alleviate these problems by using a probabilistic formulation of locally weighted regression followed by a principled Bayesian inference of the parameters. In the Randomly Varying Coefficient (RVC) model developed in this thesis, locally weighted regression is set up as an ensemble of regression experts that provide a local linear approximation to the target function. We train the individual experts independently and then combine their predictions using a Product of Experts formalism. Independent training of experts allows us to adapt the complexity of the regression model dynamically while learning in an online fashion. The local experts themselves are modeled using a hierarchical Bayesian probability distribution with Variational Bayesian Expectation Maximization steps to learn the posterior distributions over the parameters. The Bayesian modeling of the local experts leads to an inference procedure that is fairly insensitive to parameter initializations and avoids problems like overfitting. We further exploit the Bayesian inference procedure to derive efficient online update rules for the parameters. Learning in the regression setting is also extended to handle a classification task by making use of a logistic regression to model discrete class labels. The main contribution of the thesis is a spatially localised online learning algorithm set up in a probabilistic framework with principled Bayesian inference rule for the parameters of the model that learns local models completely independent of each other, uses only local information and adapts the local model complexity in a data driven fashion. This thesis, for the first time, brings together the computational efficiency and the adaptability of ‘non-competitive’ locally weighted learning schemes and the modelling guarantees of the Bayesian formulation.
Subjects/Keywords: 020; Bayesian learning; online regression
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APA (6th Edition):
Edakunni, N. U. (2010). Bayesian locally weighted online learning. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3844
Chicago Manual of Style (16th Edition):
Edakunni, Narayanan U. “Bayesian locally weighted online learning.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed February 26, 2020.
http://hdl.handle.net/1842/3844.
MLA Handbook (7th Edition):
Edakunni, Narayanan U. “Bayesian locally weighted online learning.” 2010. Web. 26 Feb 2020.
Vancouver:
Edakunni NU. Bayesian locally weighted online learning. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1842/3844.
Council of Science Editors:
Edakunni NU. Bayesian locally weighted online learning. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/3844
University of New Mexico
26.
Cooley, Mary.
Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.
Degree: Organization, Information & Learning Sciences, 2014, University of New Mexico
URL: http://hdl.handle.net/1928/24545
► While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within…
(more)
▼ While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within traditional
learning and workplace environments, namely face-to-face settings (Rudestam & Schoenholtz-Read, 2009), not the
online learning environment, where, over the last ten plus years, education has largely been focused (Allen & Seaman, 2013). Mortiboys (2012), along with Powell and Kusuma-Powell (2010), found that successful college faculty tend to possess high levels of trait EI in traditional or face-to-face classroom settings, and yet, to date, very few similar studies have been conducted with faculty teaching in an
online setting. This study sought to determine whether a relationship existed between self- assessed EI scores of university faculty members teaching at least one course
online and their own job satisfaction levels. This study also sought to explore EI and job vii satisfaction scoring differences tied to the gender of the
online instructors, utilizing the Trait Emotional Intelligence Questionnaire short form (Petrides and Furnham, 2004) and the Job Satisfaction Survey (Spector, 1985). A sample of 72 faculty members that taught at least one course in an
online format agreed to complete a self-report instrument. Data was analyzed using simple correlations and grounded theory principles (Glaser and Strauss, 1967). Deductive reasoning was applied to the original research questions and quantitative results and inductive reasoning to assess the qualitative responses. Results indicated that trait emotional intelligence is only slightly, positively linked to faculty job satisfaction levels, more so for females than males. An analysis of statistically signi cant correlations at the factor level was also conducted. The study concludes with a discussion of results, limitations and implications for future research in this area.
Advisors/Committee Members: Boverie, Patricia, Grassberger, Robert, Smith, Bruce, Taylor, Scott.
Subjects/Keywords: Emotional intelligence; faculty; online learning
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APA (6th Edition):
Cooley, M. (2014). Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24545
Chicago Manual of Style (16th Edition):
Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Doctoral Dissertation, University of New Mexico. Accessed February 26, 2020.
http://hdl.handle.net/1928/24545.
MLA Handbook (7th Edition):
Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Web. 26 Feb 2020.
Vancouver:
Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/1928/24545.
Council of Science Editors:
Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24545
Virginia Tech
27.
Ondin, Zerrin.
Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.
Degree: PhD, Teaching and Learning, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/64393
► Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design…
(more)
▼ Accessibility is a very important criterion to make
online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance
learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for
online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in
online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in
online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an
online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in
online learning environment. Because of the lack of scientific research examining design of
online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible
online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in
online learning environments.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Asselin, Susan B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: Accessibility; Online Learning; Visual Impairment
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Ondin, Z. (2015). Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64393
Chicago Manual of Style (16th Edition):
Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 26, 2020.
http://hdl.handle.net/10919/64393.
MLA Handbook (7th Edition):
Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Web. 26 Feb 2020.
Vancouver:
Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/10919/64393.
Council of Science Editors:
Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64393
University of Vermont
28.
Schrenzel, Allison.
Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.
Degree: Nutrition and Food Sciences, 2015, University of Vermont
URL: https://scholarworks.uvm.edu/hcoltheses/82
► Objective: To evaluate knowledge retention among students who had taken an online Science of Energy Balance course over a one to two year follow…
(more)
▼ Objective: To evaluate knowledge retention among students who had taken an
online Science of Energy Balance course over a one to two year follow up period.
Design: This study used a validated knowledge assessment from the
online course The Science of Energy Balance. The assessment was delivered using LimeSurvey. The data were analyzed using MS Excel.
Setting: This study was conducted at the University of Vermont.
Participants: Twenty-three students who had previously taken the
online Science of Energy Balance course were recruited as study participants. Ten students who had never taken a nutrition course were recruited as control participants.
Intervention(s): Participants were asked to complete an
online validated knowledge assessment.
Main Outcome Measure(s): Original scores act as the covariant and the newest scores are the dependent variable. All scores were calculated out of a maximum score of 25.
Analysis: Two experimental group differences were analyzed using ANCOVA. T-tests were performed to analyze experimental group scores against control group scores as well as experimental group original scores against new scores.
Results: There was no significant difference between experimental group new scores and the control group new scores. There was no significant difference between the new scores of 1 year and 2 year post course. The pooled experimental group had a significant decrease from old score to new score.
Conclusions and Implications: Due to the small sample size and the unexpectedly high control group mean scores, we were not able to show a significant knowledge retention among students who had previously taken the
online Science of Energy Balance.
Advisors/Committee Members: Stephen Pintauro PhD.
Subjects/Keywords: Nutrition; Nutrition Education; Online Learning
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APA (6th Edition):
Schrenzel, A. (2015). Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/82
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Thesis, University of Vermont. Accessed February 26, 2020.
https://scholarworks.uvm.edu/hcoltheses/82.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Web. 26 Feb 2020.
Vancouver:
Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Internet] [Thesis]. University of Vermont; 2015. [cited 2020 Feb 26].
Available from: https://scholarworks.uvm.edu/hcoltheses/82.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/82
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
29.
Borotea, Bella Boglárka.
Az oktatási piac virtuális környezetben, piacelemzés
.
Degree: DE – TEK – Informatikai Kar, 2012, University of Debrecen
URL: http://hdl.handle.net/2437/129839
► A diplomamunkában részletesen bemutatásra kerül az oktatási piac jelenlegi helyzete keresleti és kínálati szempontból is megvizsgálva. Megismerhetjük a hálózatok elterjedésének köszönhetően kialakult online oktatási lehetőségeket.…
(more)
▼ A diplomamunkában részletesen bemutatásra kerül az oktatási piac jelenlegi helyzete keresleti és kínálati szempontból is megvizsgálva. Megismerhetjük a hálózatok elterjedésének köszönhetően kialakult
online oktatási lehetőségeket. Láthatjuk, hogy a továbbképzés céljából az egyetemek hogyan használják a hálózat bővülésének köszönhető új technológiákat. A Second Life virtuális világának segítségével betekintést nyerhetünk egy konkrét virtuális környezetben zajló, világszintű,
online oktatásba. Majd kimutatások segítségével elemezzük, hogy milyen a felhasználói érdeklődés és elégedettség a virtuális világban zajló oktatás iránt.
Advisors/Committee Members: Kun, András István (advisor).
Subjects/Keywords: e-learning;
online oktatás
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APA (6th Edition):
Borotea, B. B. (2012). Az oktatási piac virtuális környezetben, piacelemzés
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/129839
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés
.” 2012. Thesis, University of Debrecen. Accessed February 26, 2020.
http://hdl.handle.net/2437/129839.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés
.” 2012. Web. 26 Feb 2020.
Vancouver:
Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés
. [Internet] [Thesis]. University of Debrecen; 2012. [cited 2020 Feb 26].
Available from: http://hdl.handle.net/2437/129839.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés
. [Thesis]. University of Debrecen; 2012. Available from: http://hdl.handle.net/2437/129839
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston College
30.
Smith, Kara N.
Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.
Degree: PhD, Educational Research, Measurement, and
Evaluation, 2010, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101779
► The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional…
(more)
▼ The most recent reauthorization of the Elementary and
Secondary Education Act, the No Child Left Behind Act, focuses on
the continued importance of teacher professional development. There
are a great deal of challenges involved with delivering
high-quality teacher professional development to all teachers,
however, such as time, geography, and available resources.
Online
professional development is emerging in the literature as a viable
alternative to traditional face-to-face
online professional
development. With the recent emergence of such a trend, however,
very little research had been conducted on the quality of the
individuals providing the
online PD to teachers. The aim of this
study was to examine one
online facilitator-training program which
was designed to train facilitators in the skills and best practices
associated with delivering high quality PD to teachers across eight
states. Using survey data collected over a two-year period, this
dissertation explored the relationship between facilitator trainee
ratings of training workshop quality and teacher outcomes of
interest through a set of five regression equations. While only
three of the relationships were found to be statistically
significant, all provided valuable insight nonetheless.
Specifically, the significant contributions include; a better
insight into the relationship between training facilitators to
deliver PD specifically in an
online format and teacher perception
of course quality, a series of tools to measure this relationship
with other facilitator training programs in the future and, a
contribution to the sparse literature currently available on this
topic.
Advisors/Committee Members: Joseph Pedulla (Thesis advisor).
Subjects/Keywords: Online Learning; Professional Development; Training
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Smith, K. N. (2010). Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779
Chicago Manual of Style (16th Edition):
Smith, Kara N. “Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed February 26, 2020.
http://dlib.bc.edu/islandora/object/bc-ir:101779.
MLA Handbook (7th Edition):
Smith, Kara N. “Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.” 2010. Web. 26 Feb 2020.
Vancouver:
Smith KN. Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Feb 26].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.
Council of Science Editors:
Smith KN. Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779
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Open Access Theses and Dissertations
